Critically Thinking in Video Research

It is important to look at video research with the same critical eyes that we used to analyze written texts.   When you are watching these videos, consider our three questions:

1. What does the director/creator want me to KNOW?

2. What does the director/creator want me to FEEL?

3. What does the director/creator want me to THINK?

***and, of course, what "craft moves" are used to convey these things?

Here are some specific questions that will help you notice "craft moves" that can guide your viewing experience both now and whenever you are watching visual media. 

Notice and write about how the creators use any or all of the following:

Images/imagery, in visual media, can be in the form of pictures or words

What images do you see?  

What images do you hear described?

What feelings/thoughts do they elicit?  How?

The words that are being spoken can add to the image you are seeing

The images are presented in a certain order; how are they organized?

Sounds are really important.  What incidental sounds do you hear (from the real world) and what added sounds (music, sound effects, etc.)?  

What is the tone of voice of the people who are speaking?

What are the elements of the video (interviews, clips, etc.?)

Who is represented?  Whose perspective is missing?  (Just like in written media!)

What emotional, opinion, or loaded words are used?  (Also as in written media!)

1. A video that gives a bit of background on child soliders and talks about what UNICEF is doing to help former child soldiers heal: http://teachertube.com/viewVideo.php?video_id=232161 (almost 4 minutes)

2. A video that accompanies "Armed and Underaged" by Jeffrey Gettleman, one of the articles we read in class: http://vimeo.com/12563578 (3 minutes)

3. A video put out by Invisible Children that includes people of faith and in education and peace promotion asking for the world, and specifically the United States, to aid in the fight against Joseph Kony: http://vimeo.com/38406755 (3 minutes)

4. Invisible Children put out a video in 2006 when the topic of child soldiers was relatively new to much of the United States.  How is this video similar to and different from the other videos we have watched? http://vimeo.com/3765452 (5 minutes)

Going Beyond the Our Classroom...for extra credit and for building those critical thinking muscles in your brain.  

Follow the directions below that include watching a video and reading an article that responds to the video.  Write a response that addresses the questions that follow.  Minimally, write a paragraph on the video, a paragraph on the article and a concluding paragraph of your own thoughts.  Each paragraph must be at least 5-7 sentences.  Feel free to search for other video or textual resources and include links to them as well.   This is worth 5-10 points onto a "major grade" assignment, depending on the quality of the post.  Below explain in further detail the three parts of the extra credit assignment:


1. This is the full length "#Kony2012" video by Invisible Children, which went viral and started many conversations and controversies: http://vimeo.com/37119711 (29 minutes).  Watch this video in light of what you have learned throughout this unit and be a critical thinker. Use these questions to guide your response.

• Is arresting Joseph Kony going to solve the problem of child soliders? How might this help? 
• What other things, based on your research, might help solve the problem of child soliders? 
• What techniques did the film makers use to appeal to your emotions (just like we studied in non fiction reading)? Are they effective? Does analyzing them critically impact what you think about the video?
• Is there anything you would add or take away from this video, based on our research? 

2. Now, critically read this article called "Beyond Kony 2012" article by Bryan Early and Robert Tynes.  How does this add to, change or support your ideas and opinions?

3. After reading and watching so much about the issue of child soldiers, what are your thoughts, opinions and responses?  Do you think there is value in considering lots of different sources?

All Star Mentors!

I was so impressed as I read through your blogs over the past few weeks! I am seeing so much improvement and so much passion for reading! Here are some posts that really blew me away. You should definitely check them out (no matter what class you're in) and leave them a comment for this week!

These "Am I Blue?" responses were so impressive and beautifully written:

Annabel (806)

Ruby (806-she also included an image I loved)

Sophie N. (809)

Sophie D. (809)

Adrian (809)

These posts about independent reading books were not only written well, but so thought provoking:

Sam (803)

Caitlin (803)

These posts about independent reading books were written in a way that generated thinking and comments: 

Chase (806)

Venice (806)

Studying Visual Media For Research Purposes: "Eye to Eye: Ishmael Beah"

Here is a link to the video we watched in class that will serve as our third research source for our argument essays.  For Monday, you are to use your notes to write a full summary using the techniques we have covered in class.  

Eye to Eye: Ishmael Beah (CBS with Katie Couric, June 5, 2007)

As a reminder: 

First, ask yourself "what does the author (or director) want me to KNOW?" The facts (main ideas) presented will make up the first part of your summary.  This is essentially a retell.  

Then, you will begin to analyze what the author wants you to walk away feeling and thinking. 

Ask yourself "what does the author (or director) want me to FEEL?" Add a sentence on to your summary that starts with "The director wants the viewer to feel_________ because___________."

Ask yourself "what does the author (or director) want me to walk away THINKING?" Here you are essentially naming the author's opinion. Add on a sentence to y our summary that starts with "The director wants the viewer to think ___________.  

Finding A Focus...and using it to anchor your thoughts.

A.  focus of your piece is also called a "thesis" or "claim." It is where you name what you are going to be writing about throughout the entire post.

An easy way to write out your focus if you struggle with this is to:

1. Choose a prompt question from the list hanging in the room or posted HERE.

2. Answer that question in a sentence or two (you will explain it in further detail later).

3. Then, turn the question part into a statement that leads into your answer.  BOOM. You have a focus.

Watch the progression in this example: 

1. "Who influences your protagonist? Is the impact positive or negative? Do you see similar things at work in the lives of your friends and peers? Explain.

2. Melvin has an incredibly positive influence on Vincent.  I have noticed that when people my age have an adult to talk to honestly about life, they seem to feel more comfortable, peaceful and less stressed out.

3. When teenagers have someone to talk to honestly about their lives, it enables them to feel more confident as they face daily struggles like confusion and self doubt.  Melvin is like a mentor to Vincent and his influence helps Vincent feel more confident in his identity.

Try this on your own right now for the post that is due tomorrow.

B. Use your focus to help anchor your thoughts for the rest of the post!

Now that you have this focus, use it to build the paragraphs that you will write.  When I look at the above example, I know that I have to:

1. Introduce the story by naming the title and author AND who Melvin and Vincent are so the reader understands (adding context).  I will do this before I name my focus, so that my reader will understand who Melvin and Vincent are when they read my focus.  See how I changed it below:

The story "Am I Blue?" by Bruce Coville is about a teenage boy who is confused about his sexual identity---struggling internally through the issue as well as being bullied externally.  Early on, a "fairy godfather" named Melvin appears and helps guide him through this stressful time of life.  When teenagers have someone to talk to honestly about their lives, it enables them to feel more confident as they face daily struggles like confusion and self doubt.  Melvin is like a mentor to Vincent and his influence helps Vincent feel more confident in his identity.  

This focus/thesis/claim (those are all synonyms) can now go at the end of your introduction paragraph! The reader will know what to anticipate throughout your post.

2.  Decide how you will "unpack" or elaborate your focus. What more do you need to say so that you fully communicate this idea?

When I look at my statement above, I see that I need to unpack two major things, which can become two paragraphs (you may decide you need more paragraphs or want to be more creative in your organizational style, which is fine):

First, I want to talk about how Melvin helps Vincent feel more confident.  I can use text evidence and unpack it to support this.

Second, I want to talk about the idea of mentors for teenagers.  I used to be a mentor and have had a mentor, so I have a lot to say.

Do you see how three paragraphs have just taken shape using my new, clear focus?  Do this pre-writing work in your notebook before you start writing your post until it becomes second nature to you.   If you practice this weekly, it will become second nature! Hang in there! 

Take it one step further...look at YOUR "Am I Blue?" post.  How might have this lesson have helped you with that post? Or, look at your other posts.  How would this lesson strengthen them?

Sample Blog Prompts, as collected by 803, 806 & 809

Character/Protagonist Questions: 

• Describe your protagonist.  In what ways do you relate to him or her? Be specific and explain. 
• Who influences your protagonist? Is the impact of that influence positive or negative? Do you see similar things at work in the lives of your friends and peers? Explain.
• Describe a character relationship that has evolved or changed over the course of the story.  Do you think that all relationships change over time? Why? How? Or why not? Explain.
• What kinds of things are preventing your protagonist from getting to the resolution? Why? Do you think conflict has an impact on emotions? How?
• How did your protagonist change by the end of the story? Was it for better or worse? What does this teach you about character change in the lives of real people? Yourself?

Conflict/Resolution/Theme Questions: 

• Describe both the internal and external conflicts in the story.  Do you agree with how they are being handled? Explain. Can you relate?
• Why do you think the story resolved the way it did What theme did it reveal? Did you like the ending? What does it teach the reader about life? 
• How would you rewrite the ending or a scene? Why? What would that change about the theme and what a reader would take away? 

Zooming in On Details Questions:

• Describe/quote some imagery you found that feels symbolic.  Unpack it in the context of the story and the real world.  What is symbolized?
• Quote a line from the story that really spoke to you personally.  Unpack it and describe why. 
• What were unique craft moves the author used to get you thinking? Describe/quote them and explain how they worked.  How did this author inspire you as a writer? 

Creating Better Community Through the Comment.

Part of the reason why I love posting reading responses online rather than just having them live in your notebooks is because it enables us to easily share about our reading lives.  I believe that by reading one another's work, great things will happen.  For instance: 

• You can get book recommendations
• You can get into conversations about books you have read, too, or topics that are interesting to you
• You will become a better writer because not only are you reading work, but you will begin to care more when you know that people are reading your work

So, in order to create a tighter knit reading and writing community, you are now required to create a "blog list" if you haven't already of the blogs that you want to keep up with regularly.  You are required to thoughtfully comment on at least 2 blog posts from your class weekly.  My hope is that you will get to know each other better as readers (and nonfiction writers) and that you will learn from one another. I will be checking these responses.

A good, thoughtful blog comment might:

• praise interesting ideas in the original post, specifically (don't just say "nice job")
• ask for clarification of any unclear parts of the original post
• add the responder's own thoughts to original ideas to build strength
• contradict or challenge (respectfully!) by explaining another aspect or asking a question to further dialogue
• contain connections (to the self, the world, another text, or another part of the same text) to deepen thinking about the post

Sample starters: 

• When you said __________ I thought________
• I love the line ____________ because___________
• When you said ____________ it got me thinking about________

***  AND good, thoughtful blog responses  always

• are respectful
• use standard vocabulary, spelling, and grammar (so that everyone can understand)
• show consideration of the original blogger's work and thought

Additionally, as a writer, you will want to begin crafting your blog posts with your audience in mind.  Think about how you might invite people into the ideas you are writing about.  For instance: 

• how could a creative title draw people in? 
• how can the use of questions invite people to comment?
• how can you craft your blog post so that it sounds less like a boring homework assignment and more like a conversation people are dying to join? 

Blogging Update!

Everyone has been doing a great job working on their blogs so far this year.

Today I want to talk about a few small ways that you can make your blogs even stronger moving on and take a look at some of your classmates' blogs that exceeded standards the past few weeks!

1. To show a new paragraph, instead of trying to indent, just skip a line and keep all of your words aligned left.  This just makes it easier on the eyes for the reader.

2.  Create a title that is more clever than the name of your book! Include what you're writing about.

3. To add a picture, do an image search online, and then click so that only the image is on the webpage.  Copy that URL.  In the draft form of your blog, click on the picture icon and click "add from a URL" and paste the link.  The picture will download.  Add a caption below it before you post the picture if you need to give credit to where it came from.

4. To add a link to another source, have the URL copied.  Then highlight the word or phrase that you want to link from and click on the "link" tab at the top of the post draft.  Copy the URL.

5. Finished Book Lists: Be sure that you have added this gadget to your sidebar and that you update it weekly or bi-weekly.

6. Blog link lists: visit the link lists on the sidebar of this blog to find at least 4 other people who you want to read and comment on regularly.  Then add those people to your blog list.  Add this blog as well, so that you can have easy access to it if you ever need support!

7. EDIT! I couldn't believe how many people didn't capitalize or check their grammar! Please, y'all.  Please.

For the time being, starting now, the minimum requirement for blog length is 3 Paragraphs.  A sample structure might look like: 

Paragraph 1: A lead, an introduction to the story (context), your focus

Paragraph 2: Unpack your focus with textual evidence and elaboration

Paragraph 3: Extension: connect your focus to the world around you, yourself or another text.  Explain why this matters beyond the page.


Finally, let's take a look at some of the blogs that blew me away as I've been reading them! I call these ALL STAR MENTORS!!  Use them not only to get your brain thinking, but as strong mentor texts to use as a guide as a writer!

Isaac and Milo in 806, Sarah and Carmen in 809 and Dula in 803 wrote great responses to their independent reading books!  Read them to be inspired!