11-8-2017 Lesson Plan

Modes of Expression Recap (5-10 min)

Sound Recording vs. Writing: What do you remember about 10-25 when we worked with audio? How did a sound recording of a news report work different from, say, a written account? What was done differently? What was possible there that wasn’t in writing? What was similar but just done in a different way?

Video vs. Static Image vs. Sound Recording vs. Writing: What do you think might be different about using video compared to audio or a written text, or  even static images? What might be similar but done in a different way?

What if video contains both audio and writing? How do those things function in tandem with moving images?

 

Video Meme Discussion (10-15 min)

One way to think about this is to make something. I decided on a video meme (see handout). A video meme is not necessarily easy to define, just as memes in general But I think the kind of thing I’m asking you to produce today would qualify. Essentially, it is a quick clip (probably as short as 15 seconds to as long as 5 minutes, but probably something around 30-45 seconds) that produces something informative (usually in a niche way, like recipes), humorous, or newsworthy. And this something is highly sticky and portable: that is, it grabs attention and is easy to share. I have a few examples in mind that I find relevant to public writing:

Has anyone seen these before? What do you notice about them? How does it grab you? What makes it portable? Think about the environment in which you see it.

How might the context of an NPR news report or a blog post be different from this? What can you do here that you can’t do there? What is the sort of rhetorical situation that this would benefit?

 

Making a Video Meme: Prep (10 min)

To run through some of the basic functions, let me take you through the project file I made, and the subsequent video. Follow along with the handout as we go through it on the main screen.

 

Storyboard and Get Started (30 min)

Try to use the NPR style short news report and turn it into a 20-30 second video meme using still images, audio, and text. Follow the handout for instructions and Adobe Premier Pro CC tips. And make sure you storyboard with your group pretty extensively first.

 

Break (15 min)

 

Continue Working (30-45 min)

Try to complete a video meme. I’ll give you a warning of about 10 minutes before it is time to get back together to debrief.

Pedagogical Object Groups (20-30 min)

I’m passing out this handout that I want you all to begin working on independently for a few minutes. It might be that we only have time for this. If everyone has had time to sit with this handout, then meet as a group and share your thoughts.

Start talking about consensus values. Consult Google Doc on reflections from Unit 1 and Unit 2, look back at past lesson plans, look at the campaign pieces you and your group members have made, look at old notes you took, look at your campaign plan in-progress draft, look at past blog posts and readings. What matters when it comes to professional and public writing? What do you feel strongly about? Why?

How can you teach someone else about that thing? How can you get them to do the thing, how can you show them rather than tell them? If you feel like you and your group have some good consensus values on public writing, start brainstorming some ideas on how to teach it.

Below is the link to the Google Document on past reflections and the two prompts for the project proposal and project presentation.

 

Unit 1 and Unit 2 Reflections: https://docs.google.com/document/d/1Bm3D74DRRZqcKm4VqIP-CS3lUUge9KfC3iUgPyZQ12c/edit?usp=sharing

Collaborative Pedagogical Object Proposal. About 250 words. Due 11/29 by end of class to BB. As a capstone to the course, you and three or four other students will collaborate on creating a “pedagogical object” that incorporates your own writing from the semester. This object “teaches,” that is, it will illustrate key principles in public writing through activities and examples to someone else who wants to know more about public writing. As a group, you will first come to a consensus about key elements of public writing that you all value. In this proposal, you will write to me as a group on what these consensus values are. Next, you will briefly get into some ideas you all have brainstormed on how you would teach these consensus values. For instance, you might make a “mini-textbook” with activities or assignments as well as examples from your own writing. Or, you could create a website that explained the key values with video and games. Maybe you produce an instructional video or record a podcast. Be as creative as you want. I’ll offer feedback to get you from what you value to how to teach it. IMPORTANT: the only rigid requirement for the final pedagogical object is that you must incorporate your own writing (e.g., white paper, campaign piece, writing done in class, blog posts) into the pedagogical object in some way.

 

Pedagogical Object and Presentation. 10-15 minutes for presentation; the pedagogical object will be negotiated in regard to “length” or “amount of work.” Due 12/13 to BB and in class. As stated in the prompt for the proposal, you will come to a consensus about what you value in public writing and then you will figure out ways to teach those values/principles of public writing. You need to make an object that allows the student to experience the value and really “do” it in a scaffolded way. What I mean by “scaffolded” is that it is a good practice to allow the student to do a little bit at a time, to be guided through a process of thinking about your public writing values/principles. You will submit the object on CourseWeb (just one of you has to submit) and will present it to the rest of the class on the last day. The presentations will be informal. IMPORTANT: the only rigid requirement I have is that you must incorporate your own writing (e.g., white paper, campaign piece, writing done in class, blog posts) into the pedagogical object in some way.

 

Admin (5-15 min)

Last blogs next week, so be ready to post blog if you are up (due Monday at 10am) or comment if you are not up to post a blog (due 4pm on Wednesday).

On 11-29, you will give a brief presentation (about 5-7 minutes) to the rest of your class on the progress of your campaign. Guidance on that is in the syllabus.

Start working toward your proposal for the pedagogical object, which is also due on 11-29 (but at the end of class that day).