ST 2018 SEMESTER ONE TASK S1 Persuasive Task TASK SUMMARY: As a Catholic High School student, you have been approached by Catholic News Online to produce a review of a film that represents a...

ST
    2018
SEMESTER ONE
TASK S1
Persuasive Task
    TASK SUMMARY:
As a Catholic High School student, you have been approached by Catholic News Online to produce a review of a film that represents a marginalised individual or group.
    
    TASK CONDITIONS:
· Key Date/s
Date Distributed: Fe
uary 6
Draft Due Date:
Due Date: March 6
· Time Allowed
Approximately 3 school weeks’ notice (class and home time)
· Length
5 to 7 minutes
· Conditions and Nature of Assessment task
· Individual response
· Open access to resources
· Teacher input during planning and on one draft
· Presentation will be videotaped
· Presentation must be multi-modal
· A copy of the script must be submitted
· You may use notes in your presentation
· Script must be submitted to Turnitin
· Criteria Assessed
All criteria are assessed as per attached criteria matrix
· Points to Observe
Genre: Persuasive Text
Purpose: To persuade, inform and entertain
Audience: Readers of the Catholic News Online
COMMON CURRICULUM ELEMENTS
The 49 common cu
iculum elements of the Queensland senior cu
iculum:
    Criterion
    Common Cu
iculum Element
    Criterion α
Comprehend & Collect
    1.
Recognising letters, words and other symbols
2.
Finding material in an indexed collection
3.
Recalling / remembering
4.
Interpreting the meaning of words and other symbols
5.
Interpreting the meaning of pictures / illustrations
6.
Interpreting the meaning of tables or diagrams or maps or graphs
7.
Translating from one form to anothe
12.
Compiling statistics
13.
Recording / noting data
28.
Empathising
51.
Identifying shapes in two or three dimensions
52.
Searching and locating items / information
53.
Observing systematically
55.
Gesturing
57.
Manipulating / operating / using equipment
    Criterion β
Structure & Sequence
    21.
Structuring / organizing extended written text
22.
Structuring / organizing a mathematical argument
29.
Comparing / contrasting
30.
Classifying
31.
Inte
elating ideas / themes / issues
36.
Applying strategies to trial and test ideas and procedures
38.
Generalizing from information
49.
Perceiving patterns
50.
Visualising
    Criterion θ
Analyse, Assess, Conclude
    32.
Reaching a conclusion which is necessarily true provided a given set of assumptions is true.
33.
Reaching a conclusion which is consistent with a given set of assumptions
34.
Extrapolating
41.
Hypothesising
42.
Criticising
43.
Analysing
44.
Synthesising
45.
Judging / Evaluating
48.
Justifying
    Criterion π
Create and Present
    9. Using co
ect spelling, punctuation, gramma
10. Using vocabulary appropriate to context
11.
Summarising / condensing written text
14.
Compiling results in a tabular form
15.
Graphing
20.
Setting out / presenting / a
anging / displaying
26.
Explaining to others
27.
Expounding a viewpoint
46.
Creating / composing / devising
60.
Sketching / drawing
    Criterion φ
Apply Techniques & Procedures
    16.
Calculating with or without a calculato
17.
Estimating numerical magnitude
18.
Approximating a numerical value
19.
Substituting in formulae
37.
Applying a progression of steps to achieve the required answe
Context:
As part of our unit, Outside looking in (Powerlessness), you have explored human experience across a range of literary and non-literary texts and examined the representations of groups who are marginalised in our society due to religion, being a refugee, race, education, social status, disability, sexuality and for other reasons.
This task requires you to independently investigate and inte
ogate the representation of marginalised groups or individuals in a film of your own choosing.
YOUR TASK:
As a Catholic High School student, you have been approached by Catholic News Online to produce a video film review of a film (of your own choosing) that represents a marginalised individual or group. Your review must persuade your audience to accept your point of view on the validity and social repercussions (positive or negative) of the representation of this group.
A list of films for possible review:
    Samson and Delilah
Ra
it Proof Fence
Like Water for Chocolate
The Joy Luck Clu
Angela’s Ashes
In This World
The Devil’s Arithmetic
Sophie Scholl
The Killing Fields
The Blind Side
I am Sam
    Australian Rules
Wild Swans
Shine
Life is Beautiful
Philadelphia
The Power of One
Catch a Fire
Cry Freedom
Mississippi Burning
The Pursuit of Happyness
Belle
    Ten Canoes
Bran Nue Dae
Heart of Darkness
The Kite Runne
Welcome (French)
Hotel Rwanda
Balibo
Remember the Titans
The Boy in the Striped Pyjamas
12 Years a Slave
Silver Linings Playbook
NB You may not choose a text that has been studied in any English class
Structure
Introduction
· Point 1:Introduce your film/marginalized group/concern
· Point 2: State how this group/individual has been represented (+ or -) in this film
· Point 3: Clearly and persuasively identify the repercussions of this representation
 
Body 1:
· Very
iefly introduce your film, provide
ief synopsis
· Very quickly draw your audience's focus to which marginalised group this film is representing
· Give some background to this group (research)
· Hint to historical accuracy
 
Body 2:
· Outline how film is representing marginalized group
· Need to be examining how the film-makers have constructed this representation
· Film techniques - angles and shots
· Mis en scene
· Language/dialogue
· Music
· Lighting
· Symbolism
· costume
· ^ be selective
· Can have more than one paragraph on this
· Video clips (must not exceed 2 mins)
 
Body 3/4:
· How accurate is this construction
· Evaluation of the accuracy of the representation can be done as a separate paragraph, must be linked to research
· Talk about + or - negative repercussion
Can discuss if there was an element that was disappointing or not that accurate -
eaking down bathroom sign not completely accurate during that time,
· Will it change people's minds, recommendations, evaluations
· What is it you want your audience to do
 
Conclusion:
· PATHOS - emotional
· Restate whether I thought it was valid/invalid
· Relate to modern audiences
· Link to problems today (preferably Australia but can do global)
NAME:……………………………………………………………………..
APPROX. LENGTH: YES/NO XXXXXXXXXXTEACHER:……………………………………………………. OVERALL GRADE:………………………………
    Dimension
    A
    B
    C
    D
    E
    Understanding and responding to contexts
    The student work has the following characteristics
    
    · exploitation of the genre pattern of film review and its conventions to achieve specific purposes
· discerning selection, organisation and synthesis of relevant and substantive subject matter to support perspectives
· manipulation and control of the role of the writer and relationships with audiences.
    · effective control of the genre pattern of film review and its conventions to achieve specific purposes
· effective selection, organisation and synthesis of relevant subject matter to support perspectives
· establishment and control of the role of the writer and relationships with audiences.
    · use of the genre pattern of film review and its conventions to achieve purposes
· selection, sequencing and organisation of relevant subject matter to support perspectives
· establishment and maintenance of the role of the writer and relationships with audiences.
    · use of aspects of the genre pattern of film review and its conventions to achieve some purposes
· selection and organisation of relevant subject matter to support perspectives
· establishment of some of the role of the writer and relationships with audiences.
    · use of aspects of the film review genre
· discerning selection, organisation and synthesis of relevant subject matter to support perspectives
· use of the role of the writer
    Understanding and controlling textual features
    The student work has the following characteristics
    
    · a discerning combination of a range of grammatically accurate language structure for specific effects, including clauses and sentences in written texts
· discerning use of mode-appropriate cohesive devices to develop and emphasise ideas and connect parts of text, including paragraphing in written texts
· discerning use of a wide range of apt vocabulary for specific purposes
· discerning use of mode-appropriate features to achieve specific effects:
· Spoken/signed features (Pronunciation, phrasing and pausing, proximity, stance, movement
· Non-ve
al features (Facial expressions, gestures, proximity, stance, movement)
· Complementary features (Graphics, still and moving images)
    · control of a range of grammatically accurate language structure to achieve effects, including clauses and sentences in written texts
· effective use of mode-appropriate cohesive devices to develop and maintain ideas and connect parts of text, including paragraphing in written texts
· effective use of a range of apt vocabulary for specific purposes
· effective use of mode-appropriate features to achieve effects:
· Spoken/signed features (Pronunciation, phrasing and pausing, proximity, stance, movement
· Non-ve
al features (Facial expressions, gestures, proximity, stance, movement)
· Complementary features (Graphics, still and moving images)
    · use of a range of mostly grammatically accurate language structure to achieve purposes, including clauses and sentences in written texts
· use of mode-appropriate cohesive devices to link ideas and connect parts of text, including paragraphing in written texts
· use of suitable vocabulary for purposes
· suitable use of mode-appropriate features to achieve purposes:
· Spoken/signed features (Pronunciation, phrasing and pausing, proximity, stance, movement
· Non-ve
al features (Facial expressions, gestures, proximity, stance, movement)
· Complementary features (Graphics, still and moving images)
    · inconsistency in the use of grammar and language structure to meet a purpose
· use of some mode-appropriate cohesive devices connect parts of text, including paragraphing in written texts
· use of vocabulary that varies in suitability for a purpose
· use of mode-appropriate features that vary in suitability:
· Spoken/signed features (Pronunciation, phrasing and pausing, proximity, stance, movement
· Non-ve
al features (Facial expressions, gestures, proximity, stance, movement)
· Complementary features (Graphics, still and moving images)
    · grammar and language structures that impede meaning
· some connections between parts of text
· use of vocabulary that distracts from purpose
· features that distract from meaning:
· Spoken/signed features (Pronunciation, phrasing and pausing, proximity, stance, movement
· Non-ve
al features (Facial expressions, gestures, proximity, stance, movement)
· Complementary features (Graphics, still and moving images)
    Creating meaning
    The student work has the following characteristics
    
    · discerning manipulation of the ways ideas, attitudes and values underpin texts and influence audiences
· subtle and complex creation of perspectives and representations of concepts, identities, times and places
· discerning use of aesthetic features to achieve specific purposes in texts
    · effective manipulation of the ways ideas, attitudes and values underpin texts and influence audiences
· effective creation of perspectives and representations of concepts, identities, times and places
· effective use of aesthetic features to achieve specific purposes in texts
    · appropriate use of the ways ideas, attitudes and values underpin texts and influence audiences
· creation of perspectives and representations of concepts, identities, times and places
· use of aesthetic features to achieve purposes in texts
    · use of ideas, attitudes and values that underpin texts and influence audiences
· creation of some perspectives and representations of concepts, identities, times and places
· use of aesthetic features to achieve some purposes in texts
    ·