Due dates and Pecha Kucha presentations for final two weeks

Over the next eight days we will be finishing off our active citizenship project which will involve presenting your Pecha Kucha presentation to both the class and a live audience of other classes in the school. As this will form a major part of your final report card mark I encourage you to do the best job possible with your script writing, citizenship action reflection, and your presentation. Here are a list of the dates:

• Tuesday, June 19th: Pecha Kucah Slideshow with 20 vivid images timed at 20 seconds each in either Keynote or iMovie due. 
• Wednesday, June 20th: Pecha Kucha Project script due. This should be handed in, in hard copy form.
• Thursday, June 21st periods 6 and 7: 8.3 presents Pecha Kucha Presentations to the class. Your presentation will be marked at this time. However, you will also receive formative feedback to improve for your final presentation on Monday or Tuesday. If you do a better job, I will use the best presentation as your final mark.
• Friday, June 22nd periods 2 and 3: 8.4 presents Pecha Kucha Presentations to the class. Your presentation will be marked at this time.  See note above.  
• Tuesday, June 26th: Citizenship action reflection due. I will email this to you. You are asked to reflect on what your action was, how great of an impact you had, and how you could have had a greater impact around this issue.

• Dates you will be presenting your Pecha Kucha presentation to other classes:

Monday June 25, Day 2 8.3 (8.4 class) Period 6: Ethan, Haydn, and Aidan Decline of Religion Dil, Anton, and Donovan Racism Phillip and Jack Gaming Mrs. Leland's class as audience Period 7: Ivan and Luke, Gap between rich/poor Charlie Sehej Returning Soldiers Dil, Anton, and Donovan Racism Mr. Mic 7.2

Monday June 25, Day 2 8.3 Library with Miss Couillard Period 6: Joshua and Avery Racism Nic and Joseph Gaming Jenna, Megan, Beth Materialism Taylor, Karen, Jaime, Kira Body image Miss P.'s class as audience

Tuesday, June 26, Day 3 8.4 class   Period 2: Mallory and Mackenzie Treatment of animals Logon, Andrew, and Evan P. Homelessness Nilus and Anthony Elder Abuse Mr. Mic 7.1 Period 3: Heidi, Connor, Alex Homelessness Evan L and Christien Global Warming Sadie, Joelle, and Olivia Body Image Mr. Mic 7.1

Tuesday, June 26, Day 3 8.4 Library with Miss Couillard Period 2: Sterling and Scott Treatment of animals Rudra, Evan K, Simrat Homelessness Nic, Terran, and Jaxen Racism Lekszi and Christian Global warming Miss P.'s class as audience

Pecha Kucha Script and Pecha Kucha Presentation Rubrics

4	3	2
Opening/ Conclusion   ·       Opening is creative and engaging and concluding sentence skillfully summarizes What, why, and solutions: ·       are distinct, creative, and fully developed Supporting Details: ·       in the form of quotes, facts, statistics, stories are insightful and well developed to further substantiate related ideas	Opening/Conclusion ·       Opening and conclusion effective and competent but are not very engaging or creative What, why, and solutions: ·       relevant and varied but lacking development Supporting Details: ·       are effective and/or relevant to the related ideas but lacking in development	Topic/Conclusion ·       are present What, why, and solutions: ·       are predictable and may lack variety Supporting Details: ·       are present but not developed and lack insight
Paragraph Structure: ·       writing shows excellent grasp of paragraph structure and org. flowing smoothly from one idea to the next Transitions are: ·       used skillfully within the paragraphs and linking paragraphs	Paragraph Structure: ·       writing shows good grasp of paragraph structure and org. with a generally smooth flow connecting ideas Transitions: ·       are used effectively within the paragraphs and linking paragraphs	Paragraph Structure: ·       writing shows a general grasp of paragraph structure but at times is disjointed Transitions: ·       are rarely used and/or are weak and unclear
Word Choice/sentence variety is: ·       mature and enhances writing ·       descriptive language paints a vivid picture for reader ·       consistently varied sentence beginnings and length create interest	Word Choice/sentence variety is: ·       varied and appropriate ·       descriptive language paints an occasional picture for the reader ·       varied sentence beginnings and length create interest	Word Choice/sentence variety is: ·       predictable ·       descriptive language rarely paints a picture for reader ·       lack of  varied sentence beginnings and length fail to create interest

4	3	2
Presenter consistently makes eye contact with audience and shows confidence in what he/she is saying. Presents with no pauses and does not read from a text. Speaker has a loud, clear, and strong voice that can be heard throughout the classroom for the whole presentation.	Presenter occasionally makes eye contact with audience and shows some confidence in what he/she is saying. Presents with some pauses and sometimes reads from the text. Speaker does not consistently have a loud, clear, and strong voice that can be heard throughout the classroom for the whole presentation.	Presenter rarely makes eye contact with audience showing little confidence in what he/she is saying. Presents with many pauses and often reads from the text. Speaker’s voice is often soft, not very clear, and weak. His/her voice cannot be heard throughout the classroom for the whole presentation.
Presentation is powerful, clear, and well communicates detailed and relevant information that informs the audience about their issue.	Presentation partially communicates detailed and relevant information that informs the audience about their issue.	Presentation lacks ability to communicate detailed and relevant information that informs the audience about the issue
Includes 20 vivid and relevant images to help the reader follow key points and ideas in the presentation.	Includes all 20 images; however 1 or 2 may not be vivid and clear and/or relevant to section.	Multiple images are unclear or unrelated to the sections being presented.

EXAMPLES OF EACH AREA:

Opening/ Conclusion 

Opening:

Opening is creative and engaging 

3: In 2012, the homeless count in the city of Calgary exceeded 3,577. Although decreasing 11.7% from 2008, it is still a growing problem and it has had a detrimental impact on our city.

4: Our so-called “perfect” Barbie may not be as amazing as she seems. If Barbie were a real woman, her measurements would be 39-18-33, and she would stand at almost six feet tall. She would wear a size 3 shoe and weigh 110 pounds. She was never modeled on the proportions of a real person. Although Barbie represents beauty and perfection to many young girls around the world, her proportions are anatomically impossible. In reality, Barbie’s torso would be too small to fit all of her vital organs. Sadly, Barbie is one of the most popular toys in the world, and therefore young, impressionable girl are brought up to believe that being “Barbie” should be your goal. Perhaps we shouldn’t blame Barbie, however, as she simply reflects societies warped idea of perfection.

Conclusion:

concluding sentence skillfully summarizes

Note how this trails off and does not work to summarize the main points of the presentation. 

2: Preventing homelessness can start very early. It starts at school, when you go to school your grades and marks from almost everything are recorded. It might not affect you that much when growing up. But when you are looking for employment as maybe a lawyer they will most likely check your history or grades.


Here again the main points are not summarized and a simple moral is added about getting good grades. The writer should consider restating the main reasons why people become homeless which isn't because of getting bad grades. 

4: Jesus once said, “Where there is no vision, men perish.” Ultimately, religion provides light, guidance and support. It creates a sense of direction and explains one's place in the universe. If you don’t follow a spiritual or religious path, you will walk aimlessly without guidance and direction. In short you will perish.

What, why, and solutions:

·      are distinct, creative, and fully developed

Your presentation should include and devote sections to:

·      what the problem is

·      its impact on individuals and society

·      the reasons why this issue occurs including root causes,

·      and what we can do

You need to fully develop each of these sections, be creative and original in explaining each area.

Keep these areas grouped together. If you talk about the negative impacts of the issue on society early on, don’t come back to this same topic out of the blue later in the presentation. Only do so if you want to reinforce a point. If you decide to do this acknowledge you have already talked about this point.

Supporting Details:

are insightful, well-developed, and sourced and work to further back-up related ides

Use a quote:

That is why the research into teen trends is so heavily financed and supported by marketers and their companies.  They know that teens are one of the biggest contributors into the latest trends in society.  But experts claim that marketers view and research teens as not as a person but a customer. According to the documentary Merchants of Cool, “Kids feel frustrated and lonely today because they are encouraged to feel that way," Miller tells FRONTLINE. "You know, advertising has always sold anxiety and it certainly sells anxiety to the young. It's always telling them that they are not thin enough, they're not pretty enough, they don't have the right friends, or they have no friends...they're losers unless they're cool. But I don't think anybody, deep down, really feels cool enough, ever."

Use statistics:

Cite your source!!! According to ____....

According to a survey conducted by the city of Calgary, on July, 2009 a head count found 4,500 Calgarians experiencing homelessness. A previous 2008 Homeless Count by the city further indicated that 78% of people experiencing homelessness are male.

Tell a story:

So when we walk by, we just judge those who are homeless not bothering to hear their stories and what got them into the situation they are in. But the truth is the homeless people in these scenarios really just need help to get out of the rut they have gotten themselves stuck in. Here are two stories of homeless people that have suffered a great amount but with the help of others Destiny and Jermire got on the right track.

Paragraph structure:

What, why, and solutions:

·      are distinct, creative, and fully developed

Your presentation should include and devote sections to:

·      what the problem is

·      its impact on individuals and society

·      the reasons why this issue occurs including root causes,

·      and what we can do

You need to fully develop each of these sections, be creative and original in explaining each area.

Keep these areas grouped together. If you talk about the negative impacts of the issue on society early on, don’t come back to this same topic out of the blue later in the presentation. Only do so if you want to reinforce a point. If you decide to do this acknowledge you have already talked about this point.

Transitions: 
are used skillfully within paragraphs and work to join and connect different ideas between paragraphs

For example, currently Kim Kardashian is paid by clothing lines to wear their clothes and now we see young girls looking like a mini-Kim Kardashian. As we can see materialism is spread through celebrities, but really the marketing companies and manufacturers are to blame.

This is because they manipulate the desire of young people to fit in. Materialism provides the promise of happiness and overall social acceptance. However, the morals that come with materialism are very defective.

After talking about eating disorders the next line states:

Many other issues accompany eating disorders and low self-esteem.

Word Choice/sentence variety is:

·      mature and enhances writing

·      descriptive language paints a vivid picture for reader

·      consistently varied sentence beginnings and length create interest

Examples of descriptive writing creating an image:

For instance, when adolescent girls are at home fervently leaning towards the TV screen watching a Cover Girl commercial with Ellen Degeneres who is wearing pitch-black eyeliner and flashing pearly white teeth, some people believe that they feel ‘cool’ if they have the exact same makeup or clothes as them.

A short punchy sentence comes after a long sentence for effect.

But is this cool?

Examples of a “ing” sentence opening for variety:

Growing up, children are exposed to thousands of images of infomercials, violence, celebrities, junk food and innumerable more.

Elements of powerful writing chart due Friday, June 15th

Powerful writing; writing that inspires does not happen by accident. There are many elements at play to make a piece of writing a piece of art. This YouTube clip has over 8 million visits. This is because it marries vivid visual imagery with equally vivid and powerful communication.




For Friday, June 15th you are asked to complete the following chart sent to you by email, documenting how your group's Pecha Kucha presentation contains the elements of powerful writing.

Elements of Powerful Writing

Name:

This is assignment is due Friday, June 15^th for marks. Although you are encouraged to work with your group, each person is expected to do hand in their own separate copy. This can be done with email.  Within your article work with your group to find the following elements of powerful writing:

4 powerful verbs: See link
3 adverb verb combinations: i.e. talked quietly, gave generously
8 descriptive/powerful words: See link
2 examples of sophisticated language: See link
2 examples of vivid imagery/show don’t tell: Telling: He sits on the couch holding his guitar. There’s nothing wrong with that sentence. It gives the reader some basic information, but it doesn’t create an image. Compare that sentence with this: Showing: His eyes are closed, and he’s cradling the guitar in his arms like a kitten. It’s as if he’s trying to hold on to something that wants to let go. Engage the some or all of the five senses: •    Fuming, he charged like an angry bull. •    The deadened silence was shattered by a scream.
One memorable quote: According to Francis Fukuyama, “Facebook, it seems, produces a sharp, blinding flash in the pan, but it does not generate enough heat over an extended period to warm the house.” (Speaking on why the young people that started the Arab Spring have no political party that represents their values)
3 specific supporting details like facts, statistics: According to _____, % of people _______. Again note your source; it gives the statistic more authority.
2 long transitions: i.e. As we can see the impact of this issue is significant. However, let us now explore the underlying reasons why this is such an issue in our society.
Sentence variety: One short punchy sentence: 2 sentences that starts with an ing verb beginning: i.e. Understanding the root causes, however, is only a start. We must take action.