Classroom Activity: Warzone in a Neutral Country/Importance of Context

Warzone in a Neutral Country

(Page 1)

**DO NOT FLIP OVER THE PAGE UNTIL YOU HAVE COMPLETED PART 1! **

Part 1 :

Watch the above video clip.

Before knowing the context of this video, write a short description of what you believe is happening. Include a creative, hypothetical situation of your choice.

How does the scene make you feel? Write about your feelings toward the people in the clip or about how you would feel if you were there. What would your role in the riot be? Whose side are you on in your hypothetical situation? Use your five senses to be descriptive and recreate what you would be experiencing if you were standing inside your imagined scene.

This writing is not expected to be a polished, finished piece. It is a rough draft of around a page long that incorporates your initial impressions of the video and your own imagined “snapshot” of how you interpreted the video without knowing the context of the action.

You should spend about 20 min on this draft. Once the class has finished and some people have shared their ideas, you may flip over the page and find the instructions for Part 2.

(Page 2)

Part 2 :

This video clip is from Vancouver. It seems like a warzone, doesn’t it? This riot actually took place after the Vancouver Canucks (an NHL hockey team) lost in the Stanley Cup Finals. The rioters are not peaceful protesters being antagonized by police, or citizens of a regime fighting for their rights, they are actually angry fans who are destroying the city and setting cars on fire.

After knowing this information, how do you feel toward the people in the video clip? Do you sympathize with the disappointed fans? Does violence as a result of the outcome of a sporting event make you angry? Or do you see it as a passionate commitment to their team? Decide on your position and support your argument in a well-developed persuasive paper.

You should begin your prewriting and drafting for the remainder of class and complete the assignment over the weekend. Follow your scoring guide and turn in a final draft on Monday in class. Remember, this type of persuasive paper gives you an opportunity to express your personal feelings while remaining scholarly, appropriate for your audience, and supporting your thoughts with research or well-developed arguments. Be sure to include information about how your feelings about the scene changed (if they changed at all) after knowing the context of the video. What does this tell you about the importance of knowing the context from which a clipping is taken? Does it tell you anything?  Take advantage of this weekend to go above and beyond

(Page 3)

Scoring Guide : Warzone in a Neutral Country

Persuasive Essay : Warzone in a Neutral Country

Teacher Name :

SarahLaine Redding

Student Name:     ________________________________________

CATEGORY

4 – Above Standards 3 – Meets Standards 2 – Approaching   Standards 1 – Below   Standards Score
Position Statement The position statement provides a clear, strong statement of the author’s position on the topic. The position statement provides a clear statement of the author’s position on the topic. A position statement is present, but does not make the author’s position clear. There is no position statement.  
Support for Position Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader\’s concerns, biases or arguments and has provided at least 1 counter-argument. Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).  
Audience Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader’s questions and provides thorough answers appropriate for that audience. Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience. Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience. It is not clear who the author is writing for.  
Transitions A variety of thoughtful transitions are used. They clearly show how ideas are connected Transitions show how ideas are connected, but there is little variety Some transitions work well, but some connections between ideas are fuzzy. The transitions between ideas are unclear OR nonexistent.  
Grammar & Spelling Author makes no errors in grammar or spelling that distract the reader from the content. Author makes 1-2 errors in grammar or spelling that distract the reader from the content. Author makes 3-4 errors in grammar or spelling that distract the reader from the content. Author makes more than 4 errors in grammar or spelling that distract the reader from the content.  
Connection to the in-class activity: Knowing the Context The author showed a clear grasp and opinion of the importance of knowing the context. The author made connections to the work that they did in class. The author understood the concept that was introduced in class, but did not develop it enough to make connections to their thoughts on the in-class activity. The author mentions the concept, but does not incorporate it into the paper in a way that shows understanding or makes a connection to the in-class activity. The student does not show an understanding or opinion about the concept introduced in class.  

 

10th Grade World Literature and CompositionRationale for Video Clip Assignment

I chose this video clip for my students because I think that there is a great need for students to be educated on how important context can be; whether it is a quote taken from an article for a research paper, or a video on the news that they might know nothing about. This activity will help them to see the great difference between an initial reaction to media and really knowing what is going on in the world. I want them to gain an understanding of this importance. It also allows for some practice in both creative and persuasive writing since the students initial impressions of the video will focus on an imagined situation of their choice and their writing after the revealing of the true nature of the situation will be in a persuasive context with the student choosing a side and supporting their argument.

In order to achieve the desired results, I might ask my students:

-To not discuss the video until after the assignment is complete to avoid any tainted responses.

-How does the scene make them feel? Does that feeling influence their decision in Part 2?

-Does knowing the context of the video change their opinions about the people involved in the riot? Why or why not?

-Have they ever seen a scene similar to this one? Where and when was it? Does their previous experience with scenes of violent riots have an effect on their initial impressions of the video?

The challenges that go along with this assignment are things such as a student already having knowledge about the video and sharing it with the class. This would basically negate the activity as it is about personal first impressions. Another challenge might be that the nature of the content could upset a student although I chose a video clip that did not depict any extreme acts of violence toward other people or profanity.

GPS for this assignment:

ELA10W1 The student produces writing that establishes an appropriate organizational

structure, sets a context and engages the reader, maintains a coherent focus throughout,

and signals closure. The student

b. Selects a focus, structure, and point of view relevant to the purpose, genre

expectations, audience, length, and format requirements

d. Uses precise language, action verbs, sensory details, appropriate modifiers, and active

rather than passive voice.

ELA10W2 The student demonstrates competence in a variety of genres

Expository:

Engages the interest of the reader.

Persuasive

b. Develops a controlling idea or formulates an arguable thesis that makes a clear and

knowledgeable judgment

c. Uses specific rhetorical devices to support assertions (i.e., appeal to emotion or

ethical belief, personal anecdote, case study, analogy, and/or logical reasoning)

f. Organizes points of argument effectively to achieve desired outcome.

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