Reflection: Rhetoric and Advertising: Clint Eastwood at Halftime Continued - Section 2: The Final Word Group Sharing Protocol


It was interesting that many of the students were quite resistant to the protocol (this is not unlike some faculty responses to protocols!).  The students that are comfortable talking wanted to do that—to talk.  At one point I paused and explained why we were doing the protocol—that group discussions without any procedures have a tendency to get off track, and sometimes can be dominated by only a few voices.  Academic discourse is focused and involves everyone in the process, and using these protocols will help learn that.  It was good conversation, and I think they appreciated the explanation (specifically that they now understood the learning outcome); they were able to get back to it and dig into the conversation.   I really like the protocol itself; next time I will be sure to explain why we’re doing it up front!

With regard to the commercial, it was interesting that they focused mostly on words as evidence—they had a more difficult time establishing specific visual evidence.  They were able to generalize, such as noticing patterns such as frequent roadways, but were not able to really cite specific visual evidence.  I wonder if this a case of them not understanding how to cite visual evidence (since you can’t “quote it,” which is what they understand to be specific evidence, I think, from other English classes, since that is emphasized for their standardized testing in tenth grade—MCAS).   I’ll be interested to see if they cite visuals more specifically in their writing, or if we’ll have to do some lessons around this going forward.

  Some Resistance to the Protocol
  Some Resistance to the Protocol
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Rhetoric and Advertising: Clint Eastwood at Halftime Continued

Unit 2: Understanding Rhetoric
Lesson 5 of 13

Objective: SWBAT use rhetorical analysis tools to analyze a video advertisement, and learn how visual tools can be used for rhetorical effect.

Big Idea: Visuals juxtaposed with language can create compelling rhetorical appeals

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1 teacher likes this lesson
Reading, English / Language Arts, Comprehension (Reading), advertising, rhetorical device, rhetorical strategy, video, rhetorical analysis
  60 minutes
abc eastwood chrysler 120206 wg
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