Community Voices: A Media Analysis Project
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Community Voices: A Media Analysis Project

Grade 11English1 days
★★★★★
5.0 (1 rating)
This project delves into how media shapes understanding of community issues. Students critically analyze persuasive techniques in various media formats, evaluate source reliability, and form informed perspectives. The project encourages comparative analysis of persuasive texts and argumentation skills, enhancing students' abilities to discern bias and evaluate information.
Media AnalysisCommunity IssuesPersuasive TechniquesSource EvaluationCritical ThinkingBiasArgumentation
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How do different media shape our understanding of community issues, and how can we critically evaluate their persuasive techniques to form our own informed perspectives?

Essential Questions

Supporting questions that break down major concepts.
  • How does the medium influence the message?
  • How do different media formats shape our understanding of community issues?
  • In what ways can persuasive techniques impact an audience's perception of a community issue?
  • How can we critically evaluate the reliability and trustworthiness of sources presenting community issues?
  • How do personal viewpoints influence the interpretation and evaluation of persuasive texts?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to identify the purpose, intended audience, main ideas, and arguments in persuasive texts related to community issues.
  • Students will be able to explain how language and visuals are used to influence an audience in various media formats.
  • Students will be able to compare and contrast how ideas and issues are presented in different persuasive text types.
  • Students will be able to evaluate the reliability and trustworthiness of sources presenting community issues.
  • Students will be able to effectively participate in group discussions, using evidence to support their points of view.
  • Students will improve their literacy skills, including sentence structure, paragraphing, punctuation, and spelling.

VCE - Vocational Major

VCE - Vocational Major - Unit 2 - Outcome 1
Primary
identify the purpose and intended audience of written, spoken and multimedia persuasive and influential textsReason: Directly addresses the core skills of analyzing persuasive texts.
VCE - Vocational Major - Unit 2 - Outcome 1
Primary
identify main ideas and arguments in persuasive and influential content using skills such as note-taking and annotationReason: Focuses on extracting key information from persuasive content.
VCE - Vocational Major - Unit 2 - Outcome 1
Primary
identify and explain how language and visuals are used to influence an audienceReason: Explores the techniques used to influence audience perception.
VCE - Vocational Major - Unit 2 - Outcome 1
Primary
infer meaning from persuasive and influential content, including being able to identify the connotations of wordsReason: Encourages deeper understanding of persuasive content through inference.
VCE - Vocational Major - Unit 2 - Outcome 1
Primary
compare and contrast how ideas and issues are presented in different persuasive text typesReason: Promotes comparative analysis of different persuasive text types.
VCE - Vocational Major - Unit 2 - Outcome 1
Primary
use appropriate evidence to support personal points of viewReason: Develops argumentation skills using evidence.
VCE - Vocational Major - Unit 2 - Outcome 1
Primary
identify reliable and trustworthy sources for researchReason: Emphasizes the importance of source evaluation.
VCE - Vocational Major - Unit 2 - Outcome 1
Primary
listen and participate effectively in small group and whole class discussionReason: Enhances communication and collaboration skills.
VCE - Vocational Major - Unit 2 - Outcome 1
Primary
apply the conventions of literacy, including sentence structure, paragraphing, punctuation and spelling.Reason: Reinforces fundamental literacy skills.

Entry Events

Events that will be used to introduce the project to students

Whose Voice Is It Anyway?

**'Stolen Voices' Gallery Walk:** Create a gallery walk featuring anonymized excerpts from different media sources discussing a community issue. Students analyze each excerpt for bias, intended audience, and persuasive techniques, then try to guess the original source and its agenda. It helps students to listen and participate effectively in small group and whole class discussion.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Unmasking the Message: Purpose and Audience Analysis

Students select a community issue and identify a written piece (e.g., news article, opinion editorial) related to it. They then analyze the text to determine its primary purpose (to inform, persuade, entertain, etc.) and the intended audience (general public, specific demographic, etc.). They will annotate the article, highlighting sections that helped them determine the purpose and audience.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a community issue that interests you.
2. Find a relevant written piece (news article, editorial, blog post).
3. Read and annotate the text, highlighting sections that indicate the author's purpose and intended audience.
4. Write a paragraph explaining the purpose and intended audience, using evidence from your annotations.

Final Product

What students will submit as the final product of the activityAnnotated written piece with a paragraph explaining the identified purpose and intended audience, supported by textual evidence.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the skill of identifying the purpose and intended audience of persuasive texts (VCE - Vocational Major - Unit 2 - Outcome 1).
Activity 2

Echoes of Persuasion: Unpacking Spoken Arguments

Students listen to a podcast or speech related to their chosen community issue. While listening, they take detailed notes, focusing on the main arguments presented and any supporting evidence. After listening, they summarize the key points and arguments in their own words.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select a podcast or speech related to your community issue.
2. Use the provided template to listen to the podcast/speech and take detailed notes on the main arguments, supporting evidence, and persuasive techniques used by the speaker. The template will include sections for: Main Arguments, Evidence Used, Persuasive Techniques (e.g., emotional appeals, rhetorical questions), and Potential Biases.
3. Summarize the key points and arguments in your own words, based on your notes.
4. Write a short reflection on the speaker's viewpoint, its potential impact on the audience, and the effectiveness of the persuasive techniques used.

Final Product

What students will submit as the final product of the activitySummary of the podcast or speech, including the main arguments, supporting evidence, and personal reflections on the speaker's viewpoint.

Alignment

How this activity aligns with the learning objectives & standardsFocuses on extracting main ideas and arguments from spoken persuasive content and note-taking skills (VCE - Vocational Major - Unit 2 - Outcome 1).
Activity 3

Reading Between the Lines: Connotation and Bias in Film

Students watch a film or documentary related to their community issue. They identify instances of connotative language (words with implied meanings) and analyze how these connotations contribute to the film's overall message. They also infer the filmmakers' underlying assumptions and biases.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select a film or documentary related to your community issue.
2. Watch the film and take notes on instances of connotative language and potential biases.
3. Analyze how the connotative language contributes to the film's message.
4. Infer the filmmakers' underlying assumptions and biases.
5. Write an essay analyzing the film's use of connotative language and biases.

Final Product

What students will submit as the final product of the activityAn essay analyzing the film's use of connotative language and underlying biases, explaining how these elements shape the audience's understanding of the community issue.

Alignment

How this activity aligns with the learning objectives & standardsDevelops skills in identifying connotations and inferring meaning from persuasive content in films or documentaries (VCE - Vocational Major - Unit 2 - Outcome 1).
Activity 4

Fact-Checking the Fringes: Evaluating Controversial Sources

Students research a controversial viewpoint related to their community issue, presented in a media format of their choice (e.g., blog post, social media thread, news segment). They then evaluate the source's credibility, considering factors such as the author's expertise, potential biases, and evidence provided.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Find a controversial viewpoint related to your community issue.
2. Identify the source of the viewpoint and research its background.
3. Evaluate the source's credibility based on factors such as expertise, bias, and evidence.
4. Write a source evaluation report, explaining your assessment of the source's reliability and trustworthiness.

Final Product

What students will submit as the final product of the activityA source evaluation report, assessing the reliability and trustworthiness of the controversial viewpoint, and explaining the reasoning behind the evaluation.

Alignment

How this activity aligns with the learning objectives & standardsFocuses on source evaluation skills, requiring students to assess the reliability and trustworthiness of controversial viewpoints (VCE - Vocational Major - Unit 2 - Outcome 1).
Activity 5

Voices in Dialogue: Comparative Media Analysis and Discussion

Students use a graphic organizer (e.g., Venn diagram, comparison chart) to compare and contrast three of the media pieces they analyzed in the previous activities. They focus on the different approaches used to present a voice on the community issue, considering factors such as target audience, persuasive techniques, and overall effectiveness. They then participate in a small group discussion, sharing their findings and supporting their points of view with evidence from their analyses.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose three media pieces from your previous analyses.
2. Use a graphic organizer to compare and contrast the pieces, focusing on their approaches to presenting a voice on the issue.
3. Participate in a small group discussion, sharing your findings and supporting your points of view with evidence.
4. Write a summary of the key insights gained from the group discussion.

Final Product

What students will submit as the final product of the activityCompleted graphic organizer comparing and contrasting the three media pieces, along with a summary of the key insights gained from the group discussion.

Alignment

How this activity aligns with the learning objectives & standardsPromotes comparative analysis of different persuasive text types, argumentation skills, and effective participation in group discussions (VCE - Vocational Major - Unit 2 - Outcome 1).
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Persuasive Media Analysis Rubric

Category 1

Purpose and Audience Analysis

Assesses the student's ability to identify the purpose and intended audience of a media piece, supported by textual evidence and clear explanations.
Criterion 1

Purpose and Audience Identification

Identifies the stated and implied purpose of the selected media piece, connecting it to the intended audience effectively.

Excelling
4 Points

Demonstrates insightful understanding of the text's purpose and audience, providing compelling evidence and nuanced interpretations.

Achieving
3 Points

Clearly identifies the text's purpose and audience, providing relevant evidence and logical interpretations.

Satisfactory
2 Points

Identifies the text's purpose and audience, but the evidence is limited and interpretations are somewhat unclear.

Non Satisfactory
1 Points

Struggles to identify the text's purpose and audience, providing minimal or irrelevant evidence.

Criterion 2

Annotation Quality

Effectively annotates the selected media piece, highlighting sections that provide strong evidence for the identified purpose and intended audience.

Excelling
4 Points

Annotations are thorough, insightful, and demonstrate a deep understanding of the text's nuances and persuasive techniques.

Achieving
3 Points

Annotations are comprehensive and directly relevant to the identified purpose and audience.

Satisfactory
2 Points

Annotations are present but may be incomplete or not consistently relevant to the identified purpose and audience.

Non Satisfactory
1 Points

Annotations are minimal or lacking, providing little support for the identified purpose and audience.

Criterion 3

Explanation and Evidence

Paragraph provides a clear and well-supported explanation of the media piece's purpose and intended audience, based on the annotations.

Excelling
4 Points

The paragraph is exceptionally well-written, demonstrating sophisticated analysis and persuasive argumentation.

Achieving
3 Points

The paragraph is clearly written, well-organized, and provides a strong explanation of the media piece's purpose and audience.

Emerging
2 Points

The paragraph is understandable but may lack clarity, organization, or sufficient supporting evidence.

Not Satisfactory
1 Points

The paragraph is poorly written, lacking clarity, organization, and supporting evidence.

Category 2

Unpacking Spoken Arguments

Evaluates the student's ability to extract main ideas from spoken arguments, summarize them accurately, and critically reflect on their persuasive impact.
Criterion 1

Note-Taking Quality

Takes detailed and comprehensive notes that accurately capture the main arguments, supporting evidence, and persuasive techniques used in the selected podcast or speech.

Excelling
4 Points

Notes are exceptionally detailed, insightful, and demonstrate a profound understanding of the speaker's arguments and techniques.

Achieving
3 Points

Notes are thorough, accurate, and effectively capture the speaker's main arguments, evidence, and techniques.

Emerging
2 Points

Notes are present but may be incomplete or lack sufficient detail in capturing the speaker's arguments, evidence, and techniques.

Not Satisfactory
1 Points

Notes are minimal or lacking, failing to capture the speaker's arguments, evidence, and techniques.

Criterion 2

Summary Accuracy

Provides a clear and concise summary of the podcast or speech, accurately representing the speaker's key points and arguments.

Excelling
4 Points

The summary is exceptionally clear, concise, and insightful, demonstrating a sophisticated understanding of the speaker's message.

Achieving
3 Points

The summary is clear, concise, and accurately represents the speaker's key points and arguments.

Emerging
2 Points

The summary is understandable but may lack clarity, conciseness, or complete accuracy.

Not Satisfactory
1 Points

The summary is poorly written, lacking clarity, conciseness, and accuracy.

Criterion 3

Critical Reflection

Offers thoughtful and insightful reflections on the speaker's viewpoint, its potential impact on the audience, and the effectiveness of the persuasive techniques used.

Excelling
4 Points

The reflections are exceptionally insightful, demonstrating a nuanced understanding of the speaker's viewpoint, audience impact, and persuasive techniques.

Achieving
3 Points

The reflections are thoughtful and provide a clear understanding of the speaker's viewpoint, audience impact, and persuasive techniques.

Emerging
2 Points

The reflections are present but may lack depth, insight, or clear understanding.

Not Satisfactory
1 Points

The reflections are minimal or lacking, failing to address the speaker's viewpoint, audience impact, and persuasive techniques.

Category 3

Connotation and Bias in Film

Assesses the student's ability to analyze the use of connotative language and infer biases in films or documentaries, explaining how these elements shape understanding.
Criterion 1

Connotative Language Analysis

Identifies and analyzes instances of connotative language in the selected film or documentary, explaining their contribution to the film's message.

Excelling
4 Points

Demonstrates sophisticated understanding of connotative language, providing insightful analysis of its impact on the film's message.

Achieving
3 Points

Clearly identifies and analyzes connotative language, explaining its contribution to the film's message.

Emerging
2 Points

Identifies some instances of connotative language but struggles to fully explain their contribution to the film's message.

Not Satisfactory
1 Points

Fails to identify or analyze connotative language effectively.

Criterion 2

Bias Inference

Infers and explains the filmmakers' underlying assumptions and biases, providing relevant evidence from the film.

Excelling
4 Points

Demonstrates insightful understanding of the filmmakers' assumptions and biases, providing compelling evidence and nuanced interpretations.

Achieving
3 Points

Clearly infers and explains the filmmakers' assumptions and biases, providing relevant evidence.

Emerging
2 Points

Attempts to infer the filmmakers' assumptions and biases, but the explanation is limited and evidence is weak.

Not Satisfactory
1 Points

Fails to infer or explain the filmmakers' assumptions and biases effectively.

Criterion 3

Essay Quality

The essay is well-organized, clearly written, and provides a strong analysis of the film's use of connotative language and biases.

Excelling
4 Points

The essay is exceptionally well-written, demonstrating sophisticated analysis and persuasive argumentation.

Achieving
3 Points

The essay is clearly written, well-organized, and provides a strong analysis of the film's use of connotative language and biases.

Emerging
2 Points

The essay is understandable but may lack clarity, organization, or sufficient supporting evidence.

Not Satisfactory
1 Points

The essay is poorly written, lacking clarity, organization, and supporting evidence.

Category 4

Evaluating Controversial Sources

Focuses on evaluating the reliability of sources and understanding bias.
Criterion 1

Viewpoint Relevance

Identifies a relevant and controversial viewpoint related to the community issue.

Excelling
4 Points

Identifies a highly relevant and thought-provoking controversial viewpoint.

Achieving
3 Points

Identifies a relevant controversial viewpoint.

Emerging
2 Points

Identifies a somewhat relevant controversial viewpoint.

Not Satisfactory
1 Points

Fails to identify a relevant controversial viewpoint.

Criterion 2

Source Research

Provides thorough research on the source's background, including its potential biases and motivations.

Excelling
4 Points

Research is exceptionally thorough and insightful, revealing nuanced understanding of the source's background and biases.

Achieving
3 Points

Research is comprehensive and provides a clear understanding of the source's background and biases.

Emerging
2 Points

Research is present but may be incomplete or lack sufficient detail.

Not Satisfactory
1 Points

Research is minimal or lacking, failing to provide adequate information about the source's background.

Criterion 3

Credibility Evaluation

Evaluates the source's credibility effectively, considering factors such as expertise, bias, and evidence.

Excelling
4 Points

Evaluation is exceptionally insightful and demonstrates a sophisticated understanding of source credibility.

Achieving
3 Points

Evaluation is clear and provides a well-reasoned assessment of the source's credibility.

Emerging
2 Points

Evaluation is present but may lack depth or sufficient reasoning.

Not Satisfactory
1 Points

Evaluation is minimal or lacking, failing to provide a meaningful assessment of the source's credibility.

Criterion 4

Report Quality

Writes a clear and well-supported source evaluation report, explaining the assessment of the source's reliability and trustworthiness.

Excelling
4 Points

The report is exceptionally well-written, demonstrating sophisticated analysis and persuasive argumentation.

Achieving
3 Points

The report is clearly written, well-organized, and provides a strong assessment of the source's reliability and trustworthiness.

Emerging
2 Points

The report is understandable but may lack clarity, organization, or sufficient supporting evidence.

Not Satisfactory
1 Points

The report is poorly written, lacking clarity, organization, and supporting evidence.

Category 5

Comparative Media Analysis and Discussion

Assesses the student's ability to compare different media and how to participate and extract insights from group discussions
Criterion 1

Graphic Organizer Effectiveness

Effectively uses a graphic organizer to compare and contrast the selected media pieces, focusing on their approaches to presenting a voice on the issue.

Excelling
4 Points

The graphic organizer is exceptionally insightful and demonstrates a sophisticated understanding of the media pieces' approaches.

Achieving
3 Points

The graphic organizer is clear, comprehensive, and effectively compares and contrasts the media pieces' approaches.

Emerging
2 Points

The graphic organizer is present but may be incomplete or lack sufficient detail.

Not Satisfactory
1 Points

The graphic organizer is minimal or lacking, failing to effectively compare and contrast the media pieces' approaches.

Criterion 2

Discussion Participation

Actively participates in a small group discussion, sharing findings and supporting points of view with relevant evidence.

Excelling
4 Points

Participates actively and insightfully, demonstrating leadership and facilitating a productive discussion.

Achieving
3 Points

Participates actively and shares relevant findings and evidence.

Emerging
2 Points

Participates in the discussion but may be hesitant or lack sufficient evidence.

Not Satisfactory
1 Points

Participates minimally or not at all.

Criterion 3

Summary of Insights

Provides a clear and concise summary of the key insights gained from the group discussion.

Excelling
4 Points

The summary is exceptionally clear, concise, and insightful, capturing the essence of the group discussion.

Achieving
3 Points

The summary is clear, concise, and accurately reflects the key insights gained from the group discussion.

Emerging
2 Points

The summary is understandable but may lack clarity, conciseness, or complete accuracy.

Not Satisfactory
1 Points

The summary is poorly written, lacking clarity, conciseness, and accuracy.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflecting on the entire project, what was the most surprising thing you learned about how media shapes our understanding of community issues?

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Question 2

Which media piece (written, podcast, video, or controversial viewpoint) did you find most persuasive, and why? Explain the specific techniques used that made it so effective.

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Question 3

How has this project changed the way you will evaluate information presented in the media in the future?

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Question 4

Rate your ability to critically evaluate persuasive techniques in media related to community issues.

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Question 5

What is one question you still have about media, persuasion, or community issues that you would like to explore further?

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