English Language Arts 20-2
Module 2
Instruction Workbook 3
Module 3
Uncovering Truth
Me Vs. The World
Module 4
The Distance From Here
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
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Directions for Submitting Instruction Workbooks
1. Submit Instruction workbooks regularly for assessment.
2. Submit only one instruction booklet at one time. This allows your marker to provide
helpful feedback in a way that will be useful for you in future coursework and exams (if
applicable).
3. Check the following before submitting each Instruction Workbook:

Are all assignments complete? Use the checklist on the back cover of your book
to keep track of your progress as you finish each assignment

Have you edited your work to ensure you are being accurate, clear, and have
provided enough detail in your responses?

Have you proofread carefully to ensure you have correct grammar, spelling and
punctuation to the best of your ability?

Did you complete the Instruction Workbook cover and attach the correct label?
Postal Mail
Determine the correct postage by having the envelope weighed at a post office. Envelopes less
than two centimeters thick receive the most economical rate.
Alternate Methods
Because the course is a blended course (available in access through print or online), there are a
couple other different ways to submit assignments. If you intend to submit your workbook
electronically (scanning of written work for online submission), please follow the instructions
for Electronic Lessons in D2L. If you intend to submit digital files in online dropboxes on D2L,
please consult your lead teacher.
Word Processed Submissions
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If you intend to attach word processed pages, use 12 pt. Times New Roman font and double
space. Ensure your name appears on each attached page
Quick Response (QR) Codes
Sample
QR
Throughout the Instruction Workbooks you will see QR codes that allow you to visit related
websites and tutorials using a mobile device if you wish. If you do not have this access, you can
use either the Course Resource USB drive or the Course Resource textbook.
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English Language Arts 20-2
Module 2, Instruction Workbook 3
Advice
Your achievement in this course is determined by your success in the assignments found in each
module. Your responses to assignments indicate your understanding of outcomes established by
Alberta Learning.

Before responding to the assignments, read all relevant directions in the course materials,
including the appropriate Instruction Workbook and tutorials, textbooks, and other
resources provided.

When you encounter difficulties, re-read the directions for the assignments and review
assignment exemplars provided in the Instruction workbook.

If you require further clarification or encounter difficulties with how the assignment is
presented, contact your Alberta Distance Learning Centre teacher for assistance.

Remember, your teacher is only a phone call, email, person-to-person communication,
text or chat message away. We are always available to help you with what you might
need help for.
What is Plagiarism?
Plagiarism is presenting someone else’s ideas as your own. Plagiarism occurs when information is
inserted into an assignment without giving proper credit to the person who wrote it originally.
Students who plagiarize might use phrases, sentences, paragraphs, or writings other have
created without proper citation, or state ideas or theories that others have created as their own.
Students plagiarize for various reasons. For example, sometimes students plagiarize because they
do not know how to give credit properly. Stress is also a common reason. Students may struggle
with assignments, feeling the pressure to succeed in or complete work. Many students struggle
with busy schedules, as they juggle between commitments to family, friends, work, sports and
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other extracurricular activities. Academic integrity, a strong work ethic, and time management
skills help students succeed.
Plagiarism is a criminal offence under copyright laws.
Regardless of the reason, plagiarism carries serious consequences. Students who are caught
plagiarizing may receive a mark of zero on the assignment or may be removed from the course.
How Do I Avoid Plagiarism?

Time management: Your teacher can help you set a schedule that will help you meet your
goals for the course in a way that will be manageable.

Acknowledge your sources: Use the techniques provided for you in the course to help you
collect information appropriately. Some techniques include a bibliography or detailed
annotations.
Ask for help early!
Avoid plagiarism by acknowledging all sources you use. Basically, if they are not your own
words and you found them online or in a text, they are probably someone else’s. Contact
your teacher if you are uncertain how to document sources.
Although you are encouraged to work collaboratively and discuss various aspects of this
course with others, all submitted work must be your own.
Our Pledge to Students
Alberta Distance Learning Centre is committed to helping students achieve their educational
goals. We look forward to assisting students who are sincere in their desire to learn. Students
may contact their course teacher(s) by phone, e-mail, fax, postal mail, or in person at an Alberta
Distance Learning Centre Office. Methods of communication such as SMS, video-conference,
digital conference (Skype, Face Time, etc.), or chat must be discussed with teachers on an
individual basis.
Barrhead
4601 – 63 Avenue
Barrhead, Alberta, T7N 1P4
English 20-2: Module 2
Calgary
341 – 58 Avenue SE
Calgary, Alberta T2H 0P3
Instruction Workbook 3: Visuals, Short Stories and Poetry
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Phone 780-674-5333
Toll-free 1-866-774-5333
Fax 1-866-674-6977
Phone 403-290-0977
Toll-free 1-866-774-5333, ext. 6200
Fax 403-290-0978
Edmonton
300 HSBC Building
10055 – 106 Street
Edmonton, Alberta T5J 2Y5
Phone 780-452-4655
Toll-free 1-866-774-5333, ext. 6100
Fax 780-427-3850
Lethbridge
6 Palliser Education Centre
3305 – 18 Avenue N
Lethbridge, Alberta T1H 5S1
Phone 403-327-2160
Toll-free 1-866-774-5333, ext. 6300
Fax 403-327-2710
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Essential Information
Each Instruction Workbook contains both instruction and the space you need to submit your
assignments. Complete each task in order, following and reading instructions and supplements
carefully. When you have completed the entire workbook, submit it for assessment.
English 20-2 has eight Instruction Workbooks. This course is worth five Alberta high school
credits and should take you approximately 125 hours to complete. Contact your teacher to set
up a timeline to help you finish the course to suit your goals.
Quizzes occur throughout the course to help you review and to reinforce important course
content. They are open book, which means you can use your course materials to help you
answer the questions. You will be able to check and review your answers afterwards to ensure
your understanding of concepts and skills.
The course has two exams. Both require supervision. Contact your teacher to make
arrangements to write these exams when you are ready to do so.
The Instruction Workbooks and exams are weighted as follows:
Instruction Workbook
Module 1, Instruction Workbook 1
Module 1, Instruction Workbook 2
Module 2, Instruction Workbook 3
Module 2, Instruction Workbook 4
Exam 1 (supervised)
Module 3, Instruction Workbook 5
Module 3, Instruction Workbook 6
Module 4, Instruction Workbook 7
Module 4, Instruction Workbook 8
Exam 2 (supervised)
Total
Genre
Essays and Non-Fiction
Visual Images and Poetry
Visuals, Short Stories and
Poetry
Visuals, Non-Fiction
Summative Assessment
Graphic Novel
Novel
Short Stories
Play and Film
Summative Assessment
Duration
(weeks)
Weighting
1
2
2
3%
5%
7%
2
2 hours
2.5
2.5
2
2
2.5 hours
16 weeks
10%
15%
5%
10%
10%
10%
25%
100%
Note: Both Exam 1 and Exam 2 are summative exams. Exam 1 is a summative assessment of
your work in Instruction Workbooks 1-4. Exam 2 is a summative assessment for your work in
Instruction Workbooks 5-8. Should you score less than 40% on either of these exams, you will
be required to write an appeal exam. Should you score less than 40% on your appeal exam,
that exam mark will count as your mark for half of the course assessed by that exam.
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English Language Arts 20-2
Table of Contents
Essential Questions …………..………………………………………………………………………………………../
Introduction to Critical Thinking……………………………………………………………………………………………/
3.1 Student Work: Decode Series..................………………………………………………………………./
3.2 Self-Assessment: Maintaining Integrity and Avoiding Plagiarism…………………………………/
Introduction to the idea of “outsider”………………………………………………………………………………/
3.3 Student Work: Investigating the idea of “outsider”…………………………………………………/
Introduction to Media and Advertising....……………………………………………………………………………../
3.4 Student Work: Spot the Lie..............................……………………………………………………………/
Introduction to Visual Responses.............................………………………………………………………../
3.5 Student Work: Visual Response (Plan)................………………………………………………………/
Appendix............................................................................................................................../
Targeted Course Learning Outcomes………………………………………………………………………./
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English Language Arts 20-2
ESSENTIAL QUESTIONS FOR MODULE TWO
These questions will appear in various assignments in different tasks throughout this module.
At the end of Workbook 4, you will choose one of these questions to address in an assignment
similar to the one completed at the end of Workbook 2.
HOW DO I INVESTIGATE AND DISCOVER MEANING IN ALL THE
INFORMATION I AM EXPOSED TO EVERY DAY? How do you
receive information every day? The possibilities are endless;
especially when you consider the age we live in. Consider where
and how you receive information in your day-to-day existence.
How is meaning created in text? What factors make you stop and
think about what you choose to believe or disbelieve? Is it always
straightforward to determine fact from fiction? How do you make
decisions about information every day?
HOW DOES TEXT INFLUENCE OUR ABILITIES FOR THINKING,
INVESTIGATION AND DECISION MAKING?
Consider the texts you are exposed to
every day. Which ones influence or capture your interest the most? Why
is that? Do they affect how you think, investigate, and make choices?
Why do they affect you this way? What is it about a text that grabs your
attention or influences you? Consider the importance of your morals and
values, or interests you identify with. What do these look like in text?
WHAT ARE THE DANGERS OF BIAS? To be biased or show bias is to have unfair opinions for or
against someone or something. This often means having a viewpoint that
does not necessarily contain evidence of being true. Where do you see bias
most often in life? What does bias tell you about the intentions of media? Is
accuracy in text or media optional? Why might this be?
WHAT DOES CRITICAL THINKING LOOK LIKE AT WORK, SCHOOL, OR IN MY
PERSONAL LIFE? Critical thinking has everything to do with the
choices you make about the information you take in daily and
how you ultimately make decisions about that information.
Personally, what does critical thinking look like to you? What
are your own rules about information and the decisions you make with it?
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HOW DOES MASS MEDIA TREAT THE OUTSIDER?
In movies, TV shows, TV commercials, YouTube
videos (and others), who is most commonly ‘the
outsider’? What qualities or characteristics of
‘outsiders’ are commonly portrayed in these forms
of media? What are common assumptions made
about people? Why do we form assumptions about
others? When is it okay? When is it inappropriate?
Remember, the two course-wide Essential Questions to consider are:
1. WHAT DOES IT MEAN TO BE ‘AN OUTSIDER’?
2. HOW CAN I MAKE MYSELF HEARD?
As you read and do your assignments in each module, consider these questions when you
come across work that reminds you of them. You will not have to answer these questions
with the essential question assignments you will find in your modules, but various
solutions for these questions will appear throughout the course.
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Avoiding Melodrama with Critical Thinking!
What is critical thinking? You
have probably heard this term
before, but how is it really
important?
It’s often easier to see how
critical thinking might be
important at school because
of the learning-oriented
environment, but the ability to
be critical about information
intake is relevant to every
aspect of our lives, whether in
English when understanding
text, or in other school subjects, the workplace, and even in our personal lives or relationships.
Nearly every opportunity a person has to make a
decision or choice about anything is an opportunity to
use critical thinking skills. This can range from comparing
prices of music albums all the way to making a decision
about a first vehicle. In English, critical thinking will make
it easier to understand and respond to all texts you
encounter in life.
Critical thinking skills are also valuable for conflict
resolution. Conflict can occur in any setting, often when we least expect it. Our reactions to
conflict are the result of a decision we have to make, or have made already. Sometimes our
reactions must be impulsive, but this can potentially cause even more conflict! Critical thinking
can help make solving problems and addressing conflict
much easier.
Interestingly, if a person makes enough critically informed
decisions, even their impulsive decisions end up being
more effectively made (a nice side-effect, right?). The
underlying accomplishment of all critical thinking is that
you are ensuring you have more control and understanding
of a situation or the choices you make.
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Time to Read!
To get a better idea of how Critical Thinking works, view the following resources.

Karinn’s “Critical Thinking Application” Tutorial in the Course Resource book or Course
Resource USB drive

The Critical Thinking Skills chart below

“I Think, Therefore I Am: Critical Thinker” descriptive info-graphic, on p. XX of your
Workbook Appendix
In the diagram above, the detailed ingredients for critical thinking are illustrated. These “parts”
are not in the order they should be applied in, but the diagram gives a good idea about what
strategies are important in critical thinking, whether thinking critically about texts, ideas, or
real-life issues you encounter.
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Student Work:
3.1 Decode Assignment Readings
Time to Read!
Review writing paragraphs and sentence writing skills by reading the following:
 “Editing, Style, Grammar and Usage” in Communicate, pp. 75-80
 “Sentence Fragments” in Communicate, pp. 83
 “Run-on Sentences” in Communicate, pp. 84
 “Misplaced Modifiers” and “Awkward Sentences” in Communicate, pp. 85-86
Choose one of the following pieces of literature to read and use for the purpose of this
assignment. Choose the one you find most interesting! If you would like to use a close reading
worksheet while you read, refer to the Appendix of this Workbook or your Course Resource
USB drive “worksheet folder” for another copy.

“First Kiss--First Lesson”, by Jennifer Braunschweiger, Between the Lines 11, pp. 271

“My Father Had Been Drinking” by William S. Pollack & Todd Shuster in Between the
Lines 11, pp. 337

“In a Split-Second” by Bjorn McDaddee, the Course Resource USB key or Course
Resource book

“The Cure for Adam” Bjorn McDaddee, the Course Resource USB key or Course
Resource book
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Student Work: 3.1 Decode Graphic Organizer
Assignment Instructions
A. Putting critical thinking strategies to work can be a challenge. It’s time to put these skills
to practise! For the first task in this four-part assignment, examine the issue the
protagonist faces in the piece of text you chose. Use the critical thinking strategies
observed in the tutorial, as well as previously learned information from the “Graphic
Organizer” tutorial to create a graphic organizer with the following considerations:
 Investigates all the parts or ingredients of conflict the protagonist of your chosen
text faces.
 Identifies existing assumptions, and all the different perspectives, “angles” or
arguments in the text.


View Hassan’s work with a graphic organizer in the “Extra Help” for this Assignment
on pp. XX. Hassan used the text “A Day in the Life of Shane” for his work. This story
is in your Course Resource USB drive or Course Resource book.
View Assessment for the full assignment on pp. XX
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Extra Help: 3.1 Decode Graphic Organizer (Hassan’s Work)
Shane: Honest, treats others well (too well
sometimes), heartbroken, not happy about how
he was treated by Melissa (used for money, hit,
not allowed to see his friends), being bullied,
doesn’t want to get in trouble so he doesn’t
fight back, no matter how angry he gets. Getting
tired and fed up by harassment.
Shane’s
Assumptions
Assumes fighting
Kyle will end the
whole conflict
Assumes Mom is
the only one who
will empathize or
defend him
Timeline of events
Shane & Melissa
break up
Kyle knocks Shane’s
stuff off desk
Melissa asks Shane
to be friends after
“forgiving” him
Melissa lies about
their talk, spreads
rumours
Assumes Violet,
Melissa and Kyle
vandalized truck
Confrontation
with Kyle in
cafeteria.
Assumes he must
deal with problem
on his own because
he physically could
“take” Kyle.
Shane skips
class, gets
detention
Kyle calls Shane
names in class
Violet & Kyle: friends of
Melissa who are either
very protective, or not
confident enough to stand
up to her demands. Kyle is
very aggressive and
confrontational with
Shane, where Violet is
aggressive from a safe
distance. Friends with
Melissa because of social
status?
English 20-2: Module 2
Assumes she
nothing to ca
to dump her
Violet (with Melissa)
throws glass bottle at
Shane
Shane’s truck is
vandalized
Shane thinks about
switching schools.
Melissa: Manipulative, dishonest, boss
controlling (wouldn’t let Shane do any
wanted or see his friends, controls her
friends). Also abusive or selfish (mistre
Shane, possibly mistreats her friends b
them do bad things for “approval”). M
by…getting what she wants?
What Should
Shane Do?
Assumes Shane deserves
to be punished for
dumping her
Assumes if
nice to Sha
will take he
Melissa’s
Assumptions
Assume
awful to
Shane considers
fighting Kyle to
end the problem
Assume M
telling th
Assume that hur
“following order
be a good friend
Violet and Kyle’s
Assumptions
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Student Work: 3.1 Decode Graphic Organizer
Assignment Instructions
Draw or illustrate your own mind-map exploration of your chosen text below. For a refresher
on mind-mapping or graphic organizers, review the tutorial “Mind Mapping & Graphic
Organizers” found on your Course Resource USB drive or in your Course Resource book.

View assessment for this portion of the assignment on p. XX
(Space for Mind Map/Graphic Organizer)
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Student Work: 3.1 Decode Text (Paragraph Response)
Assignment Instructions
B. After exploring the conflict of your chosen protagonist in a mind map, address the
following questions in writing or planned oral presentation. Ensure you provide
detailed support of your ideas, using at least 3 references to the text you chose for your
assignment.

What is the conflict or problem the protagonist of the text faces?

Discuss at least two significant assumptions made in the text or more. Why are
these incorrect assumptions?

What is the best possible solution or course of action you have arrived at after
careful exploration of the problem the protagonist faces?

If planning to orally present this portion of the assignment, please use the space
below for planning purposes. Record your oral presentation to enclose with the
Workbook as either a tape cassette recording, a memory card, or audio file on a
USB stick or URL link (Spreaker.com), or call your teacher to submit this over the
phone.

View Extra Help by looking at Hassan’s paragraph response on p. XX

View assessment for this assignment on p. XX
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Student Work: 3.1 Decode Text (Paragraph Response)
3.1 Decode Text (Paragraph Response)
What is the conflict or problem the protagonist of the text faces?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
What are two significant assumptions made in the text by those involved in the
issue? Why are these incorrect assumptions?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
What is the best possible solution or course of action you have arrived at after careful
exploration of the problem the protagonist faces?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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Extra Help:
3.1 Decode Text (Hassan’s Paragraph Response)
What is the conflict or problem the protagonist of the text faces?
The conflict is that Shane is frustrated after the bullying gets worse, and thinks the only
solution is for him to fight Kyle (one of his ex’s friends), which is a bigger conflict waiting to
happen.
What are two significant assumptions made in the text by those involved in the issue? Why
are these incorrect assumptions? Shane assumes fighting is the only alternative and assumes
fighting will end the bullying. This is probably only going to make it worse for him. His exgirlfriend Melissa assumes Shane deserves to be tormented for dumping her. Melissa treated
him bad in their relationship too. Melissa’s friends (Violet and Kyle) assume that Shane really
is as bad as Melissa says he is. They don’t question her lies, because they are too loyal. They
are mean to Shane because they think it’s the best way show friendship towards Melissa.
What is the best possible solution or course of action you have arrived at after careful
exploration of the problem the protagonist faces?
Shane needs to tell someone in authority what is going on, either the police or his school.
Throughout the story things get worse and worse and at some points, dangerous and against
the law. When Violet threw the bottle at him, he should have called the police. Choosing to
“handle” the situation on his own is not safe for Shane, because the conflict involves people
who don’t care what kind of treatment is against the law or not. They proved that later by
vandalizing his truck. By fighting Kyle, he is assuming it would be a “safe” fight, but ...what is
“safe” about a fight, like, ever? If Shane fought Kyle and seriously injured him, or vice versa,
that would bring a whole new set of problems.
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Student Work: 3.1 Decode Conflict (Paragraph)
Assignment Instructions
After considering the text you chose and the problems of the protagonist, you may have realized
these are not necessarily unrealistic or uncommon issues.
 View the mini lesson “Bleepin’ Bleep!” in your Course USB drive or Course Resource book
 Consider the two assignment options below (Option A or Option B) and choose only one to
complete.
 View “Extra Help” and “Extra Challenge” options on pp. XX-XX.
 View the assessment for this assignment on p. XX
Option A
Looking at your own life, think of a conflict or problematic situation you have experienced at work,
school or in your personal life. Write a few short well-formed paragraphs answering the following
questions:

What was the conflict or problem you encountered, and where did it occur? Who/what was
involved?

How did you address the conflict or problem at the time? What solution did you arrive at?

How might critical thinking strategies have been applied to the conflict or problem to ensure a
better outcome? List at least two strategies that you used, or that might have helped.
Option B
Artists (writers, poets, songwriters...) often look at real life events to communicate a message about
personal conflicts or problems they’ve experienced. These take shape in songs, narratives, or poems.
Consulting the music or other text of your choice, find one example where an artist describes a
problem or conflict occurring in their lives. You will:


Pass the “Bleepin’ Bleep!” quiz on pp. XX
Write a few short well-formed paragraphs answering the following questions:
 What was the conflict or problem encountered, and where did it occur?
 How did the artist address the problem or conflict at the time? What solution did they
arrive at?
 How might critical thinking strategies have been applied to the conflict or problem to
ensure a better outcome?
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Extra Resources for Part B
Some nice relatively ad-free places to find songs or poems online are:



Lyrster: http://www.lyrster.com/
Song Lyrics: http://www.songlyrics.com/
Poems: http://www.poetryinvoice.com/poems
Extra Help
For Option A
1. If you have trouble thinking of an idea for this option, consider events that have happened in your life that
have centered on a conflict. Choose one of the following ideas
 Argument, conflict, or difficulty with communication between you and a co-worker?
 Argument, conflict, or difficulty with communication between you and a friend?
 Argument, conflict, or difficulty with communication at school?
 An injustice you’ve experienced due to conflict?
Or
2. Examine the conflicts of the people around you—use a conflict that you have observed and learned from,
perhaps from observing your friends, co-workers, or your family members.
After you decide on your conflict of choice, return to the original instructions on p. XX
For Option B
Having trouble thinking of a good song to use for this assignment? A few suggestions are:




“Somebody That I Used to Know” by Gotye
“The Thunder Rolls” by Garth Brooks
“If You Hate Your Friends, You’re Not Alone” by Pretty Girls Make Graves
“A Boy Named Sue” by Johnny Cash
 “Better Man” by Pearl Jam
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Extra Challenge Options
For Option A
1. In the past, you may have been a part of a conflict that perhaps did not have an
effective or good outcome. Instead of writing the paragraphs addressing conflict,
compose a formal apology letter to the people or person involved in the conflict. In
the letter,
 Identify the conflict and the outcome that was arrived at in the incident you
chose
 Give your opinion as to whether or not the resolution of the conflict was
effective or not, and why you think that.
 Offer some suggestions about other resolutions to the conflict by looking at
critical thinking strategies. Be critical, but be nice. What should an apology and
making peace sound like?
For Option B
1. Instead of filling out the chart about a found text, compose a formal letter to the
artist who wrote the text. In the letter,
 Identify the conflict from the text and the solution that was arrived at
 Give your opinion as to whether or not the resolution for the conflict in the text
is effective, and why.
 Offer some suggestions about other resolutions to the conflict by looking at
critical thinking strategies. Be critical, but be nice. What should constructive
feedback sound like?
Extra Challenge Resources: To get some pointers on writing formal letters, read pp. 188-191
in Communicate
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Student Work: 3.1 Decode Conflict (Option A work space)
Consider a conflict or problem you have encountered in your own life. Enclose your fully
formed paragraphs investigating this conflict below. If you need more room to elaborate, attach
pages here.
What was the conflict or problem you encountered, and where did it occur? Who/what was
involved?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
How did you address the conflict or problem at the time? What solution did you arrive at?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
How might critical thinking strategies have been applied to the conflict or problem to ensure
a better outcome? List at least two strategies that you used, or that might have helped.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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*%@&!!
Bleepin’ Bleep: The Disclaimer Test
Check to see if your song or text choice for the assignment is appropriate
by doing the small quiz below. Refer back to your mini-lesson “Bleepin’
Bleep” in the Course Resources to help you out if necessary.
1. Text Title______________________________
2. Text Artist______________________________
3. If you have left any of the spaces in question 1 or 2 blank, find the answers or find a new text
that has this information.
4. Does your text have profanity?
HECK YES!
HECK NO!
5. If you answered ‘HECK NO’ in #4, congratulations, you just passed the quiz! You can carry on
with your activity on the next page. If you answered ‘HECK YES’, you must continue to #6!
6. Is the profanity used in the text only for the sake of being a profanity? HECK YES! HECK NO!
7. If you answered ‘HECK YES’ to number 6, you must choose a new song, poem or narrative
and start the quiz over. If you think there is more to the substance or purpose behind the
foul language in your text, proceed to the next question.
8. Can you see a specific reason the artist has chosen to include profanity in your chosen song?
HECK YES!
HECK NO!
9. If you answered yes to #8, identify (in point form) the reasoning or purpose behind the
artist’s choices to include these words below. Do not swear in your response.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
10. If you have filled out the above response with specific details or an answer that is not
“because it sounds cool”, you have passed the quiz! Continue on to the next part of your
assignment!
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
24
3.1 Decode Conflict (Option B work space)
Assignment Instructions
Attach or source your chosen text (song, poem, narrative) for Part B of the assignment to this page
(printed or loose-leaf). When exploring your chosen piece, try to keep your exploration confined to
information given in the song itself only. Try finding all the clues the artist supplies as hints to listeners.
Using the organizer below, record fully formed paragraphs investigating the song. If you need more
room, attach pages here.
What is the conflict or problem the artist encountered, and where did it occur? Who/what is
involved?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
How does the artist address the conflict or problem? What solution do they arrive at?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________
How might critical thinking strategies have been applied to the conflict or problem to ensure a
better outcome? List at least two strategies that you would use, or that might have helped.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
25
3.1 Decode Assignments Assessment
3.1 Decode Series
Value
Mind Map
E
Your exploration and ideas are
confident and discerning.
You provide precise support that
aptly reinforces your ideas and
exploration.
Your stylistic choices are precise.
You skillfully develop a unifying
effect.
Excellent
P
Your exploration and ideas are
thoughtful and considered.
You provide specific support that
strengthens your ideas and
exploration.
You make specific stylistic choices
You capably develop a unifying
effect.
Proficient
S
Your exploration and ideas are
straightforward and relevant.
You provide adequate support that
clarifies your ideas and exploration.
You make adequate stylistic
choices.
You adequately develop a unifying
effect.
Satisfactory
L
Your exploration and ideas are
superficial and/or ambiguous or
undeveloped.
You provide imprecise and/or
ineffectively related support for
ideas and exploration.
Your stylistic choices are imprecise.
You inadequately develop a
unifying effect.
Limited
R
Paragraph Response
You create a convincing voice.
Your stylistic choices are precise.
Your tone is adept.
You skillfully develop a unified paragraph(s).
Your perceptions and ideas are confident and discerning.
You provide precise support that aptly reinforces your ideas and
impressions.
You knowledgably integrate an understanding of the critical
thinking process.
Your perceptions and ideas are thoughtful and considered.
You provide specific support that strengthens your ideas and
impressions.
You create a distinct voice.
You make specific stylistic choices.
Your tone is competent.
You capably develop a unified paragraph(s).
You integrate a sound understanding of the critical thinking
process.
Your perceptions and ideas are straightforward and relevant.
You provide adequate support that clarifies your ideas and
impressions.
Your voice is apparent.
You make adequate stylistic choices.
Your tone is conventional.
You adequately develop a unified paragraph(s).
You sufficiently integrate an understanding of the critical
thinking process.
Your perceptions and ideas are superficial and/or ambiguous.
You provide imprecise and/or ineffectively related support for
your ideas and impressions.
Your voice is inadequate.
Your stylistic choices are imprecise.
Your tone is inconsistent.
You inadequately develop a unified paragraph(s).
You struggle to integrate an understanding of the critical
thinking process.
Your attempt to respond is insufficient. You need to contact your teacher to discuss your work and
your resubmission.
Resubmission
Needed
Total: /35 =
%
/15
/20
Areas of strength:
Might I suggest:
Assessment
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
26
3.1 Decode Assignments Assessment
Value
E
Excellent
P
Proficient
S
Satisfactory
L
Limited
R
3.1 Decode Series
Decode Conflict (Part A or B)
You create a convincing voice.
Your stylistic choices are precise.
Your tone is adept.
You skillfully develop a unified paragraph(s)
Your perceptions and ideas are confident and discerning.
You provide precise support that aptly reinforces your ideas and impressions.
You have confidently integrated an understanding of the critical thinking process in deriving your
solution to the conflict.
Your perceptions and ideas are thoughtful and considered.
You provide specific support that strengthens your ideas and impressions.
You create a distinct voice.
You make specific stylistic choices.
Your tone is competent.
You capably develop a unified paragraph(s).
You have capably integrated an understanding of the critical thinking process in deriving your solution to
the conflict.
Your perceptions and ideas are straightforward and relevant.
You provide adequate support that clarifies your ideas and impressions.
Your voice is apparent.
You make adequate stylistic choices.
Your tone is conventional.
You adequately develop a unified paragraph(s).
You adequately integrate an understanding of the critical thinking process in deriving your solution to
the conflict.
Your perceptions and ideas are superficial and/or ambiguous.
You provide imprecise and/or ineffectively related support for your ideas and impressions.
Your voice is inadequate or unclear
Your stylistic choices are imprecise.
Your tone is inconsistent.
You inadequately develop a unified paragraph(s).
You inadequately integrate an understanding of the critical thinking process in deriving your solution to
the conflict.
Your attempt to respond is insufficient. You need to contact your teacher to discuss your work and your
resubmission.
Resubmission
Needed
Total: /15= %
/15
Areas of Strength:
Assessment
Might I suggest:
Total Mark of Part A, B, and C:
English 20-2: Module 2
/35 +
/15 =
/50 =
%
Instruction Workbook 3: Visuals, Short Stories and Poetry
27
Extra Help: 3.1 Decode Conflict Response (Lola’s Work for Option A)
What was the conflict or problem you encountered, and where did it occur? Who/what
was involved?
I lived in Grand Prairie all my life up until this year. I went to Elementary school with the
same kids that later went to Senior High with me. New students always show up, but we had
a doozy this year. Her name was Helena, and everyone loved her and she loved them. She was
bright and happy and likeable most of the time, and funny. Helena kind of became the leader
of our “group”. I liked her, but she made me nervous sometimes, because she was really
intense about things. If she was annoyed or bugging her it would wreck her whole day, so she
would be horribly depressed or angry and everyone would spend their time trying to make
her feel better. Being around her would bum them out too. One day, Helen was having a bad
day, and ran into me. I was kind of tired of her melodramatics by then, and wasn’t that nice
to her. Some kid had stolen a comic out of her bag on the bus and ripped it, and I not-so-nicely
said, “well go buy a new one. End of story, problem solved.” She hit me, right there in the
hallway, and I hit her back (in self defence) and started a big fight in the hallway. We both
got suspended.
How did you address the conflict or problem at the time? What solution did you arrive at?
The truth of what started the fight became so distorted, that they thought I said something
really horrible to her, and they stopped talking to me. Instead, they excluded me from
everything, ignored me (which is just as bad as bullying, trust me). I lost all my friends. I left
school and moved to Fox Creek to start over, and live with my aunt.
How might critical thinking strategies have been applied to the conflict or problem to ensure
a better outcome? List at least two strategies that you used, or that might have helped.
It wasn’t until much later I found out that Helena was diagnosed with Bi-Polar disorder.
When I researched what it was, it gave me a possible explanation. If I had known this back
then, I’m sure I would have addressed the whole fight-starting conflict differently (Analyze). I
don’t even think she knew at the time that this was going on. I assumed Helena was a
melodramatic attention seeker, and reacted to her problem based on that assumption (and
because I was annoyed). Helena assumed that we were friends and I was an ally she could
rely on. I could have been a lot more sensitive. Friends are supposed to be “safe”, and it was
probably the disorder that made it seem serious to her at the time (consider all perspectives,
explanations and ideas), and possibly the disorder that made her react the way she did
(predict and hypothesize). I’m not sure if there really is any undoing of this problem, but not
making assumptions was probably the most valuable thing I could have done.
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
28
3.1 Decode Assignment Assessment (for Lola)
3.1 Decode Series
Decode Conflict (Part A or B)
Value
E
Excellent
P
Proficient
S
Satisfactory
L
Limited
R
Your stylistic choices are precise.
Your tone is adept.
You skillfully develop a unified paragraph(s)
Your perceptions and ideas are confident and discerning.
You provide precise support that aptly reinforces your ideas and impressions.
You have confidently integrated an understanding of the critical thinking process in deriving your
solution to the conflict.
Your perceptions and ideas are thoughtful and considered.
You provide specific support that strengthens your ideas and impressions.
You create a distinct voice.
You make specific stylistic choices.
Your tone is competent.
You capably develop a unified paragraph(s).
You have capably integrated an understanding of the critical thinking process in deriving your solution
to the conflict.
Your perceptions and ideas are straightforward and relevant.
You provide adequate support that clarifies your ideas and impressions.
Your voice is apparent.
You make adequate stylistic choices.
Your tone is conventional.
You adequately develop a unified paragraph(s).
You adequately integrate an understanding of the critical thinking process in deriving your solution to
the conflict.
Your perceptions and ideas are superficial and/or ambiguous.
You provide imprecise and/or ineffectively related support for your ideas and impressions.
Your voice is inadequate.
Your stylistic choices are imprecise.
Your tone is inconsistent.
You inadequately develop a unified paragraph(s).
You inadequately integrate an understanding of the critical thinking process in deriving your solution to
the conflict.
Your attempt to respond is insufficient. You need to contact your teacher to discuss your work and
your resubmission.
Resubmission
Needed
Total: 10/15=71%
Assessment
10/15
Areas of Strength: The way you describe this situation of your friend is very
thoughtful Lola. It is clear this was a very life changing event for you, and that you
have thought about what happened quite a bit. I know “solutions” are kind of
fuzzy for incidents like this, but trying to understand and empathize with your
friend is a very positive start to resolving the conflict.
Might I suggest: In your paragraph, when you discuss your solution, you “tag” the
critical thinking strategies you felt were relevant at those parts, but did not
explain them or the connection they had to your issue. When writing and
defending your ideas, it is important to provide your reader with a sense of “why”
you bring up ideas or suggestions. This helps them connect to what you say.
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
29
Total Mark of Part A, B, and C:
24 /35 + 10/15 = 34 /50 =
68 %
Time to Read!
Access your Course Resource USB drive or Course Resource book to read and review the
following tutorials in preparation for the 3.2 Self-Assessment.



“Exploring Integrity”
“Where On Earth is this From?”
“The Goods: Finding and Using Good Information”
3.2 Self Assessment:
Maintaining Integrity & Avoiding Plagiarism Quiz
In the quiz, go through each question and checkmark the circle of the answer you think is most
likely correct, based on what you have learned from readings provided about Integrity.
Remember to check your knowledge after you have finished, and to clarify any gaps in
information with your teacher if necessary.
1. Which of the following is a requirement if you are using a direct quote from an outside
source?
a. Cite the source and page number where you found the quote
b. Set the passage in quotes
c. Choose a sentence, phrase, or passage that repeats what you stated before it.
⃝ a and c
⃝ a and b
⃝ b only
2. Which of the following is an example of plagiarism?
a. Submitting a paper that you’ve already used in another course
b. Disagreeing with the source you’ve cited
c. Paraphrasing too close to the source
⃝ c only
⃝ a, b, and c
⃝ a and c only
3. Original Text (Found in Course Resources Book or Course Resource USB “The Cure for
Adam” by Bjorn MacDaddee: Adam did not like his job. This was a fact. Other people
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
30
his age could at least find one thing they liked about their jobs, but he could not. Mind
you, he didn’t try either. Every weekday at 4:30 p.m. he would roll in from school to the
restaurant, and put on his apron and dumb white cap.
Student paraphrase: Adam did not like his job. Unlike others, he would never even try to
like it. Nothing about it appealed to him.
Which of the following observations about the paraphrase above is correct?
a. Adam did not like his job should be put in quotation marks.
b. The name of the original text’s author is not indicated.
c. No reference is provided citing the source.
⃝ a and c
⃝ a only
⃝ b only
4. Original Text (Found in Course Resources Book or Course Resource USB “The Cure for
Adam” by Bjorn MacDaddee): Adam was not happy about much, so by the end of his
shift after a significant dose of Chloe and her insufferable joy, he was always really
irritated. Everything that came out of her mouth annoyed him. She constantly tried to
make conversation, asked annoying questions, told him random facts, or bad jokes.
Student Paraphrase: According to Bjorn MacDaddee, it didn’t matter if Chloe’s
intentions were good or not while in the workplace, as Adam was not a very positive
person to begin with (1).
Which of the following observations about the paraphrase above is correct?
a. Adam should be in quotation marks.
b. The parenthesis (1) at the end is missing the author’s name.
c. Nothing about the paraphrase is incorrect.
⃝ a and b
⃝ b only
⃝ c only
5. Which of the following requires that you provide documentation of your sources?
a. Using factual information freely available from the Internet, such as an e-zine,
website, or periodical
b. Stating information that can be found in several different reference sources (i.e.
general knowledge)
c. Including information from a podcast created by your friend.
⃝ a only
English 20-2: Module 2
⃝ a, b, and c
⃝ a and c only
Instruction Workbook 3: Visuals, Short Stories and Poetry
31
(continued on next page)
6. When listing source information you should include (at minimum) which ingredients?
a. The title of the work and name of the author or creator
b. The page number you found the information on
c. If online, the complete URL of the site
d. If online, the date you accessed the information
e. A list of the images on the page
f. The volume number, where applicable
g. A paraphrased biography of the author
⃝ a, b, c, d, e, f, and g
⃝ a, b, c, d, f, and g ⃝ a, b, c, d, and f
7. The following quotation comes from “The Cure for Adam”, found in your Course
Resource USB or Course Resource book.
He cringed. There was that terrible question again. He was only in grade 11, and
already, people had started asking him this, like, all the time. He was running out of
ways to duck it, and he knew he’d have to figure it out, but man… Worse, that was the
whole reason he had this crummy job to begin with. His parents insisted they were not
paying for college, so he’d better start saving up enough money. They’d made it pretty
clear that the minute he graduated, he was to be out of the house, off to college, and all
sorted out, no questions asked.
Paraphrase this passage in the space below:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
8. Now that you have completed your self-assessment, make a note of the questions
you may have struggled on and go back into your readings to see if you can find the
answers. If you are not able to, check with your teacher to figure out what you need
to know about this learning topic before moving on to the next activity.
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
32
On the Margins: Considering the Concept of ‘the Outsider’
On a piece of loose-leaf or lined writing
paper, often on the left and right side of
the writing space, there are margins.
These are lines that keep our writing,
doodles, or assignments in a designated
spot on the page, and by extension,
keep our teachers happy. When we do
our work, these columns of space to the
left and right are areas usually ‘outside’
of our focus. It isn’t unusual to cross over the margins when writing by hand, but
unconsciously, many people rarely do so, striving to squeeze everything between them,
in the center of the page.
The idea of margins (or a margin) is also a metaphor that carries
forward into our daily lives. Some people stay on the ‘center’ of
the page in life, but every so often, there are people that stray
outside the ‘margins’ of society, who are on ‘the fringe’ or the
edge of the ‘page’ in life. Reasons for this are many, such as
personal choices, actions, alienation, being ostracized, opinions
or values of the majority/minority, misfortune, being voiceless
(figuratively or literally), dysfunction, popularity, avoidance of
societal “norms”, and many other reasons.
While sometimes existing in the margins of a society, culture, sub-culture, population,
movement, or faith is a different path, it is not always a negative path. Existing in the
margins in some way can occur simply because of differing opinions or viewpoints, and
it can also be positive. It can also be a place of complete ambiguity, or a “gray” area!
There are great leaders, artists, writers and even comic book heroes that have “existed”
on margins outside of what their time or society perceived as “normal”.
In the following assignment, you will research and find information, understanding, and
knowledge about a movement, culture (or sub-culture) or person you perhaps know
little to nothing about. Maybe what you discover will surprise or shock you! Maybe it
will need to be shared with others! Often the best and most memorable learning
experiences will be those you stumble across when you take a risk by exploring the
unfamiliar.
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
33
Time to Read!
In preparation for the next assignment, please or view read the following:

Review the tutorial, “The Goods: Finding and Using Good Information” in the Course
Resource USB drive or Course Resource book.

View the Image Comparison below
Choose one of the following readings out of your textbook to read:

“Jamie” by Elizabeth Brewster in Between the Lines 11, pp. 239

“The Kids Who Make it In From the Cold” by Bob Levin in Between the Lines 11, pp. 334

“Touch the Dragon” by Karen Connelly in Between the Lines 11, pp. 223
Image Comparison
What ideas about margins or being an ‘outsider’ are suggested by the contrast of
these two images?
(A young geisha talks on a phone in downtown Tokyo)
English 20-2: Module 2
(An unidentified man walks beside the fence
bordering Mexico and the United States)
Instruction Workbook 3: Visuals, Short Stories and Poetry
34
3.3 Investigating the Outsider
Assignment Instructions
This assignment will have a few different steps to make your exploration fruitful and
interesting. First explore the idea of an ‘outsider’ through the piece of literature you just read,
and the Image Comparison from pp. XX in the Workbook. Part of the assignment is to
respectfully arrive at a good idea of what makes someone an “outsider”. You will:

Compose a mind map exploring ideas of outsiders brought up in your chosen literature
and the image comparison.

Use the lines provided to help explore the idea (add more if necessary) or compile your
own mind map altogether to attach to the Workbook.

View Toby’s Mind Map for Extra Help. His assignment is different from what you will be
doing, but you will find it helpful if you are stumped on the visual, and need help with
the research project later on.

If unsure about the visual comparison, review your visual tutorial from Workbook 2 on
the Course Resource USB drive or the Course Resource book.

View the Assessment for this assignment on pp. XX
I LOVE
English, it’s
so INTENSE!
I think you
need to get
out more,
dude.
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
35
1.3 Investigating the Outsider: Mind Map
My chosen
text:
_____________
_____________
_
My Experiences:
‘‘Outsiders’
In Literature &
the Visual
Ideas I could
pursue further
The Visual
(Image 1)
The Visual
(Image 2)
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
36
1.3 Investigating the Outsider: Brainstorming Topics (Toby’s Work)
Stand out, with
unusual qualities
Not easy to
understand
Not always different
even if other people treat
them bad
Often do amazing
things or are
highly successful
Lady Gaga
Marilyn Manson
Barack Obama
What I
already know
about
“outsiders“
Carrot-Top
Graffiti artists
Actual
“outsiders” I
know of
already
From all over
the world
Can be heroes or
villains, negative or
positive, or in-between
‘Outsiders’
Tom Gabel from
Against Me!
Eminem
Ideas about
“outsiders” I’m
interested in
exploring further
Struggles they
have
What I don’t
know about
“outsiders”
What makes
them different?
Why?
How does th
treat their di
What would
them not an
outsider an
What was their
upbringing like?
How they are
influenced
Similarities they
have to me
Viewpoints on
differences
The struggles they
can experience from
being different
What they achieve even
if they’re different
English 20-2: Module 2
Life stories or
experiences
Entire groups of
people considered
outsiders
Teacher’s note: Toby, you’ve brought up some really interestin
things to explore here! Some of your ideas will need to be mad
more specific if you want them to be topics. What you will nee
do is choose an ‘outsider’ you know of, and make a topic invol
them and the relevant ideas you would like to explore further.
Instruction Workbook 3: Visuals, Short Stories and Poetry
37
3.3 Investigating the Outsider
Assignment Instructions
Now, you will explore your own idea of what an outsider is in a brief research assignment,
directed by what you have learned from your previous explorations and readings on what ideas
of an ‘outsider’ are. Be sure to...

View the “Extra Help” options for this assignment on pp. XX.

View the “Extra Challenge” options for this assignment on pp. XX.

View Toby’s work for this assignment as you go through to clarify ideas of the stages and
expectations of the project.

If you are struggling for an idea or topic, views Toby’s Brainstorming Topics again but
view Toby’s work too, so you do not repeat his specific subjects or research.

Before establishing your topic, consider commonly held assumptions about it. Are you
going to take common assumptions (of the majority, of society...) into consideration
when you name your topic, and later investigate it?

If you are unsure about your choice, contact your teacher to discuss it further and
generate some ideas. Remember that even controversial topics must be discussed in a
way respectful to all people.

Establish and describe the significance of your chosen topic in the space below.

View the assessment for this assignment on p. XX.
In my research into ideas of ‘outsiders’, I will be exploring the idea of....
___________________________________________________________________
___________________________________________________________________
This topic is significant to me because...
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
38
3.3 Investigating the Outsider
Extra Help
Finding research can be tricky sometimes, and so can be getting started. For help with
where to begin:
a. Look in your Between the Lines 11 text for topic ideas:
 “Fear” by Anne Frank, pp. 4
 “Nipikti the Old Man Carver” by Alootook Ipellie, pp. 17
 “Up Where She Belongs” by Kathy Ullyott, pp. 72
 “The Phenomenon: Pele”, by Henry Kissinger, pp. 82
 “The Ordinary Superstar: Wayne Gretzky”, by Ken Dryden, pp.86
 “The Nature of David Suzuki”, by Jerry Buckley, pp. 96
 “Rick Hansen: Still in Motion”, by Cam Tait, pp. 101
 “Mother Theresa: An Exemplary Life”, Editorial, pp. 105
 “D.B. Cooper”, by Max Haines, pp. 120
b. Look in your Course Resource USB drive or Course Resource book for
additional provided research materials on a number of these “outsiders” to
use as you start on the next parts of the assignment.

For help with investigative questions: Instead of using the provided 16
questions to explore your topic further, treat your “outsider” like someone you
will be interviewing to find out more about. Use the research and reference
tables on pp. XX, and research to find the answers to the following interview
questions:
a. Who are you and where are you from?
b. What is it that sets you apart from the mainstream population or majority?
Can you describe this in detail?
c. Are your experiences negative or positive? Can you describe these?
d. What are 3 or 4 accurate characteristics describing your differences others?
e. What are your goals or aspirations? How will you achieve them?

If you choose this option, indicate this in your assignment so your marker is
aware.
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
39
3.3 Investigating the Outsider
Extra Challenge
1. When choosing your topic, choose an “outsider” you feel represents your generation
(attitudes, thinking, politically, or in other ways). Research this outsider composing 5
questions that will act as interview questions. You will inquire about your chosen “outsider”
in a way that illustrates how they represent your generation in a significant way.

Use the research information and reference charts provided to record your
questions and research, and compose the interview in written form for the
representational part of the assignment on pp. XX of your workbook.

OR act out the interview with a friend and record this on video or by audio
means to send in for marking.

Ideas: Is it a public figure? An author or actor? An unsung hero or significant
societal presence? An artist? A musician? A music or art movement? Do they
have a voice that you feel somehow embodies a unique attitude or set of values
that reminds you of yourself and people your age? Think about someone who
“speaks” to you.

If you are unsure about your choice, contact your teacher to preview it or
receive suggestions.
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
40
3.3 Investigating the Outsider (Toby’s work)
In my research into ideas of ‘outsiders’, I will be exploring the idea of....
____The struggles behind being “different” as a performer___________
This topic is significant to me because...
______I think some assumptions exist about miusicians who are really out there with their
style. Like they are weird, or looking for shock value. I think there must be more to it than that
for some of them though and I’m interested in looking into it further. I listen to all kinds of music
that people sometimes give me a hard time for because of the musicians themselves being
“shocking” or vulgar or offensive, and I want to learn more about why these musicians make
those choices. I’m always told I “shouldn’t be listening” to the music I listen to, but I don’t
understand the “why” behind people saying that. I think a lot of people think they have a
motive, like they’re trying to “corrupt” the majority or something or are evil, but I am not sure if
that’s right.________
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41
Assignment Instructions
Look carefully at the list of questions provided below and choose four questions that will help
you investigate your topic for further depth into your investigation.
Depth Questions
1. Who are they and what makes them considered ‘outsiders’?
2. What specific details term them ‘outsiders’ in their context (school, work, personal life?)
3. Where are they found (in society, in the world, etc.)?
4. What are 5 key identifying qualities of this ‘outsider’? (remember to strive for accuracy and
avoid listing an assumption as a trait)
5. What is their experience of being an ‘outsider’ like?
6. What does it mean to be an ‘insider’ as opposed to this kind of ‘outsider’?
7. Who is a famous example of this kind of ‘outsider’?
a. What made them distinguished as an ‘outsider’?
8. What is the past definition of an ‘outsider’ of this kind, compared to how they are viewed now?
9. What kinds of stigma or assumptions are affiliated with this idea of an ‘outsider’?
10. What kinds of literature, music, politics, fashion, or art is affiliated with this idea of an
‘outsider’? Provide details.
11. How does age, gender, sex, sexuality, or cultural identity affect this kind of ‘outsider’?
12. What are the positive attributes of this idea of ‘outsider’?
13. What are the negative attributes of this idea of ‘outsider’?
14. Is there a gray area for this idea of an ‘outsider’?
15. Is this idea of ‘outsider’ a self-imposed status or a status imposed by others?
16. What are common stereotypes (if any) made about this idea of an ‘outsider’? (Investigate a few,
but provide information about how these stereotypes are inaccurate or unfair)
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3.3 Investigating the Outsider (Research)
Assignment Instructions
Similar to the Rant assignment, this investigation requires a research log, to help fully
answer your four chosen questions. Treat your assignment as an opportunity to gain expert
knowledge on your chosen topic. There will be 3 parts (one for each question you just chose)
to fill out with information regarding:



The research question
The full and detailed answer to your research question in point form, using your own
words or paraphrase
The accurately listed source(s) of information
Question 1
Answer
Source(s)
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3.3 Investigating the Outsider (Research)
Question 2
Answer
Source(s)
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
44
3.3 Investigating the Outsider (Research)
Question 3
Answer
Source(s)
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
45
3.3 Investigating the Outsider (Research)
Question 4
Answer
Source(s)
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Instruction Workbook 3: Visuals, Short Stories and Poetry
46
Extra Help: 3.3 Investigating the Outsider (Toby’s Research Work)
Question 1
Who are they and what makes them considered ‘outsiders’?
-
Answer
-
Source(s)
A lot of musicians are considered to be outsiders (Marilyn Manson,
Lady Gaga, Eminem, and lots of others)
Things like their behaviour, lifestyle, stage presence, fashion choices,
the social issues they bring up, opinions, language (swearing, or
suggestive content)
They make people uncomfortable with some of the ideas they sing
about, the choices they make in performances, or sometimes, they
seem disrespectful of other people or lifestyle choices in their lyrics
(Eminem)
Critical of mainstream society
Post, Austin. “The Five Most Controversial Artists of All Time.” Yahoo Contributor
Network. May 13, 2012. <http://voices.yahoo.com/the-five-most-controversialmusicians-6058688.html?cat=33>
Wikipedia. “Marilyn Manson.” May 13, 2012.
<http://en.wikipedia.org/wiki/Marilyn_Manson>
Wikipedia. “Lady Gaga.” May 13, 2012.
< http://en.wikipedia.org/wiki/Lady_Gaga>
Billboard. “Eminem.” 2012 Rovi Corporation. May 13, 2012
http://www.billboard.com/artist/eminem/315925#/artist/eminem/bio/315925
Wikipedia. “Eminem.” May 13, 2012.
<http://en.wikipedia.org/wiki/Eminem>
-Lady Gaga once wore a dress entirely out of raw meat to a benefit
(Wikipedia).
-Eminem has insulted a lot of people, but is not actually
homophobic or actually violent towards women (Wikipedia)
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Extra Help: 3.3 Investigating the Outsider (Toby’s Research Work)
Question 2
Answer
What is their experience of being an ‘outsider’ like?
-Singers like Eminem or Marilyn Manson - banned from playing in certain
places, and been banned from publication or the radio for some lyrics they
have, their behaviour on stage, and because of their language.
-Draw lots of negative attention from the media and some religious
organizations, from parents of kids (receive threats, harassment, have violent
acts perpetrated against them)
-Sometimes encounter unique personal issues that the media blow out of
proportion to make them look bad—affects fan base, affects their success and
role in music industry
-Hold uncommon opinions that do not gather popular favour
-Marilyn Manson as a “shock rocker,” uses music to point out problematic
aspects of society or societal values (society keeping mental illness a secret).
-Seems like people don’t like being told that traditional beliefs or norms are
not good enough to live by, and don’t like that kids can listen to his music.
-Eminem is an outsider because Caucasian males are not usually rappers in the
music industry.
-Not all negative, as these artists are pretty rich and successful.
-Lady Gaga -Also a LGBT (Lesbians/Gays/Bisexual/Transsexual) advocate- not
everyone likes or agrees with this lifestyle in mainstream society which draws
both negative and positive attention to her
-Being pro-active in a social justice goal seems like it can set people apart.
DeCurtis, Anthony. “Marilyn Manson: The Beliefnet Interview.” Beliefnet © 1999.
May 13, 2012. <“http://www.beliefnet.com/Entertainment/Music/2001/05/MansonInterview.aspx?p=1>
Source(s)
Wikipedia. “Lady Gaga.” May 13, 2011.
< http://en.wikipedia.org/wiki/Lady_Gaga>
Billboard. “Eminem.” 2012 Rovi Corporation. May 13, 2011
<http://www.billboard.com/artist/eminem/315925#/artist/eminem/bio/315925>
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Extra Help: 3.3 Investigating the Outsider (Toby’s Research Work)
Question 3
Answer
What is the past definition of an outsider compared to how they are viewed
now?
-Some were people like Elvis Presley, Jim Morrison, John Lennon, Jimi Hendrix,
Steppenwolf, or others that protested the Vietnam War
-Saying the Vietnam war was a bad thing was not popular when the war
started, and neither was protesting it
- Musicians daring to sing about it made people realize it was a bad idea to
support the soldiers being there, which made the government (of the US) look
really bad.
-in 1953, an organization sent this message about Elvis to the FBI saying,
“Presley is a definite danger to the security of the United States. ... [His]
actions and motions were such as to rouse the sexual passions of teenaged
youth. ... After the show, more than 1,000 teenagers tried to gang into
Presley's room at the auditorium. ... Indications of the harm Presley did just in
La Crosse were the two high school girls ... whose abdomen and thigh had
Presley's autograph."
-in the past, an outsider in music was more conservative than now.
-Elvis got in trouble for the attention he got from his fans, and for the way he
acted on stage. People hadn’t seen that kind of mob behaviour in fans before
him, so it freaked them out.
-Making the mainstream nervous—linked to whether a musician will be an
‘outsider’ or not?
-It’s funny because Elvis’ dancing caused all the commotion. He didn’t swear,
sing against common beliefs or culture, or even about politics. When you look
at Eminem’s lyrics compared to Elvis, Elvis seems like a total angel.
Wikipedia. “Elvis Presley.” May 14, 2012.
http://en.wikipedia.org/wiki/Elvis_Presley#Commercial_breakout_and_controversy_
.281956.E2.80.9358.29
Source(s)
Wilson, J.W. “Vietnam Era Anti-War Music.” Homepage, May 14, 2012. Vietnam
Veterans Against the War, 2006.
<http://www.jwsrockgarden.com/jw02vvaw.htm>
Elvis’ was brought to court because he
“gyrated” his hips too much on stage. People
thought he was too risqué. I can’t imagine what would
have happened to some of the artists we have now, if
they’d been artists back then! The world has changed!
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Extra Help: 3.3 Investigating the Outsider (Toby’s Research Work)
Question 4
Answer
Source(s)
What kinds of stigma or assumptions are associated with this idea of an
outsider?
-People also think Marilyn Manson is pushing an agenda, but in an interview
with him it was said, “his philosophy has far more to do with the radical
individualism of Nietzsche [philosopher] or Ayn Rand [author].” (Anthony
DeCurtis, pp. 4)
-In the same interview, he said, “I’m not simply out to shock people. I like to
make people think. Since I chose the forum of rock music, people like to pass it
off as simple, dumb, and childish, meant to trick teenagers into spending all
their money on my records. But that's never why I got into it...I got into it to
say what was on my mind, and I'm fortunate enough that people are
listening.” (Anthony DeCurtis, pp. 4)
-People assume that Marshall Mathers (Eminem) is also violent and offensive
and against gay people and wanting to influence others to be the same, but in
an interview he said that really the reason he was so graphic in his lyrics, is
because he isn’t afraid to say what most other people hold back from saying
or addressing (Solomon, Deborah). It’s interesting, because he brings
attention to issues that might not get talked about or get attention normally.
-Both of these interviews made me think that there is a bit of an act or a
“show” that these two artists act out. It’s not really who they are, but the
problem involving stigma might be that people think that who they are on
stage is the same person they are off the stage.
DeCurtis, Anthony. “Marilyn Manson: The Beliefnet Interview.” Beliefnet © 1999.
May 14, 2012.
<“http://www.beliefnet.com/Entertainment/Music/2001/05/MansonInterview.aspx?p=1>
Solomon, Deborah. “The Real Marshall Mathers,” The New York Times, June 16, 2010.
May 14, 2012.
< http://www.nytimes.com/2010/06/20/magazine/20fob-q4-t.html?_r=1>
This question made me wonder if the people that get
so angry with ‘outsider’ musicians actually read the
lyrics of the songs these artists write without making assumptions.
They might read them and still not like the music or message (or
the language, ha-ha), but they would at least understand
what they were getting so angry about
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
50
3.3 Investigating the Outsider
Assignment Instructions
You’ve probably made some very interesting discoveries about your topic at this point in your
assignment! Choose one particularly interesting question out of the exploration you did for
your research topic. Using this question and the researched information you found, choose
one presentation form to share this information with others.

Write a full paragraph, with a clear introductory sentence, a clear discussion of your
chosen question and its answer, and a clear concluding sentence.

Turn on your inner newscaster, and write a script for a broadcast where your question
and research are presented as a newsworthy item of information. For help building a
script, visit the mini-lesson in your “Extra Sources” section of the Course Resource USB
key or Course Resource book for a tutorial on script-writing

Compose a Glog (www.Glogster.com), PowerPoint (or other digital slide format), or infographic (digital, or poster form) (http://www.easel.ly/) with additional images that
share your researched information in a meaningful way.

Share or record an organized oral commentary on your chosen question that is either
completed over the phone with your teacher, or recorded on tape-cassette, memory
card, USB key, or recorded and sent as an audio file to be submitted via e-mail or online
dropbox.

Consult your teacher for other presentation options or suggestions.
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3.3 Investigating the Outsider ( Planning)
Need space for an outline or mind map?
Need space for planning notes?
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3.3 Investigating the Outsider: Workspace for Paragraph (Optional)
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3.3 Investigating the Outsider Assignment Assessment
Value
E
Excellent
P
Proficient
S
Satisfactory
3.3 Investigating the Outsider
A. Planning
B. Research
C. Presentation
You provide excellent leading
ideas and possible routes of
exploration for your topic
You provide carefully considered
resources that give detailed and
thoughtful insight into your topic.
You communicate a thoughtful and
skilful controlling idea or purpose for
your presentation.
Your exploration and ideas are
confident and discerning in their
evidence of understanding, and
narrowed or expanded research
focus.
You provide resources in a
thoughtfully direct and skillful manner
that illustrates excellent use of
paraphrase/your own words
You create a strong unifying effect in
your paragraph structure.
You provide promising leading
ideas and possible routes of
exploration for your topic
Your exploration and ideas are
thoughtful and sound in their
evidence of understanding, and
narrowed or expanded research
focus.
You provide adequate leading
ideas and possible routes of
exploration for your topic
Your exploration and ideas are
adequate and appropriate in their
evidence of understanding, and
narrowed or expanded research
focus
L
Your leading ideas and possible
routes of exploration for your
topic are unclear.
Limited
Your exploration and ideas are
tentatively formed and lacking
evidence of understanding.
Attempts to narrow or expand
research focus are confusing or
not present.
English 20-2: Module 2
Resources are fully documented and
contain only one or two small errors in
form.
You provide a good calibre of
considered resources that give quality
insight into your topic.
You provide researched materials in a
direct and skillful manner that
illustrates proficient use of
paraphrase/your own words.
Resources are well documented and
contain only about 2 to 3 small errors
in form.
You provide a satisfactory amount of
considered resources that give
appropriate insight into your topic.
You provide researched materials in an
appropriate manner that illustrates
satisfactory use of paraphrase/your
own words.
Resources are appropriately
documented and contain 4 to 7 errors
in form.
You provide a limited amount of
considered resources that give little to
no relevant insight into your topic.
You provide researched materials in a
limited manner that may indicate more
practice is needed with using
paraphrasing and research skills.
Resources are not well documented or
absent, with confusion about
appropriate form, containing more
than 8 errors.
You demonstrate careful attention and
consideration towards your audience.
Your choices detail and enhance your
research insightfully.
You communicate a clear and effective
controlling idea or purpose for your
presentation.
You create a proficient unifying effect
in your paragraph structure.
You demonstrate effective attention
and respect towards your audience.
Your choices detail and enhance your
research thoughtfully.
You provide an appropriate controlling
idea or purpose for your presentation.
You create an adequate unifying effect
in your paragraph structure.
You demonstrate appropriate
attention and respect towards your
audience.
Your choices detail and enhance your
research appropriately.
You provide a general or vague
controlling idea or purpose for your
presentation.
Attempts at a unifying effect in your
paragraph structure are present but
need improvement.
You do not demonstrate appropriate
attention and respect towards your
audience.
Your choices do not entirely
supplement or enhance your research
Instruction Workbook 3: Visuals, Short Stories and Poetry
54
R
Resubmission
Needed
Total: /55 = %
Your attempt to respond is insufficient. You need to contact your teacher to discuss your work and your resubmission.
If you have plagiarized any portions of your work, you will be required to re-submit.
/10
/25
/20
Areas of strength:
Might I suggest:
Assessment
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
55
Extra Help:
3.3 Investigating the Outsider (Presentation) (Toby’s Work)
A note from Toby: I chose to talk more about what the experience of being an ‘outsider’ in the
music industry is like. I think this integrates insight I got from my whole project though. I hope
that’s okay.
In the music industry, there are all kinds of artists. Some just want to make money,
and the way they make money is by selling mainstream. Some other artists have a better idea
as musicians though, like a statement or belief they want to show to the world. It is pretty
easy to get lost in the mainstream music though, so I think some artists make bigger
controversy to get their message across. The funny thing is that it works. Marilyn Manson,
Eminem and Lady Gaga are just a few examples of very successful artists who are ‘outsiders’
in a way, because no one did what they done before. The three of them in all their shocking
ways get the same job done. It took me a bit of researching for sure, but I saw they are all
critical of mainstream society somehow. They point out the problems in culture, in politics, in
religions, and our treatment of other people, behaviour, and even way of life. They aren’t
attacking things that are good, but they may take something that is good and make it look
terrible or shocking to make look closer, or give a second more critical thought. Marilyn
Manson did this for mental illness, to make people realize it was a very untalked about thing
in our society (talking about depression, suicide, etc.) that needs to be brought into the open.
Even when parents got mad about his music, they also started talking about the issues it
brought up. What I realized is that some (not all) “shock rockers” are critical thinkers and
rebels. People don’t like being told that theire wrong or acting badly or making mistakes.
Some people or places in the mainstream don’t like it when they’re caught or exposed for bad
behaviour either. A good example of this is when Eminem references an old president in
“Mosh”, with the line “let him go, fight his own war, Let him impress daddy that way, No
more blood for oil, we got our own battles to fight on our own soil.” It is a viewpoint not all
people agree with, but it is thought provoking. Now, I don’t like Marilyn Manson or Lady
Gaga (my girlfriend does though), but I will give them props, because even if I didn’t like the
noise they make, they still made me look at things in a different perspective, or at least think
about what they were saying in their words. And sometimes that seems that’s all we have to
do sometimes: take a closer look.
English 20-2: Module 2
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56
Extra Help: 3.3 Investigating the Outsider: Toby’s Assignment Assessment
Value
E
Excellent
P
Proficient
S
Satisfactory
3.3 Investigating the Outsider
A. Planning
B. Research
C. Presentation
You provide excellent leading
ideas and possible routes of
exploration for your topic
You provide carefully considered
resources that give detailed and
thoughtful insight into your topic.
You communicate a thoughtful and
skilful controlling idea or purpose for
your presentation.
Your exploration and ideas are
confident and discerning in their
evidence of understanding, and
narrowed or expanded research
focus.
You provide resources in a
thoughtfully direct and skillful manner
that illustrates excellent use of
paraphrase/your own words
You create a strong unifying effect in
your paragraph structure.
You provide promising leading
ideas and possible routes of
exploration for your topic
Your exploration and ideas are
thoughtful and sound in their
evidence of understanding, and
narrowed or expanded research
focus.
You provide adequate leading
ideas and possible routes of
exploration for your topic
Your exploration and ideas are
adequate and appropriate in their
evidence of understanding, and
narrowed or expanded research
focus
L
Your leading ideas and possible
routes of exploration for your
topic are unclear.
Limited
Your exploration and ideas are
tentatively formed and lacking
evidence of understanding.
Attempts to narrow or expand
research focus are confusing or
not present.
English 20-2: Module 2
Resources are fully documented and
contain only one or two small errors in
form.
You provide a good calibre of
considered resources that give quality
insight into your topic.
You provide researched materials in a
direct and skillful manner that
illustrates proficient use of
paraphrase/your own words.
Resources are well documented and
contain only about 2 to 3 small errors
in form.
You provide a satisfactory amount of
considered resources that give
appropriate insight into your topic.
You provide researched materials in an
appropriate manner that illustrates
satisfactory use of paraphrase/your
own words.
Resources are appropriately
documented and contain 4 to 7 errors
in form.
You provide a limited amount of
considered resources that give little to
no relevant insight into your topic.
You provide researched materials in a
limited manner that may indicate more
practice is needed with using
paraphrasing and research skills.
Resources are not well documented or
absent, with confusion about
appropriate form, containing more
than 8 errors.
You demonstrate careful attention and
consideration towards your audience.
Your choices detail and enhance your
research insightfully.
You communicate a clear and effective
controlling idea or purpose for your
presentation.
You create a proficient unifying effect
in your paragraph structure.
You demonstrate effective attention
and respect towards your audience.
Your choices detail and enhance your
research thoughtfully.
You provide an appropriate controlling
idea or purpose for your presentation.
You create an adequate unifying effect
in your paragraph structure.
You demonstrate appropriate
attention and respect towards your
audience.
Your choices detail and enhance your
research appropriately.
You provide a general or vague
controlling idea or purpose for your
presentation.
Attempts at a unifying effect in your
paragraph structure are present but
need improvement.
You do not demonstrate appropriate
attention and respect towards your
audience.
Your choices do not entirely
supplement or enhance your research
Instruction Workbook 3: Visuals, Short Stories and Poetry
57
R
Resubmission
Needed
Total: 41/55 =
75 %
Your attempt to respond is insufficient. You need to contact your teacher to discuss your work and your resubmission.
If you have plagiarized any portions of your work, you will be required to re-submit.
7/10
18/25
16/20
Areas of strength: Toby, the interest and thoughtful observations you made throughout
your research were perceptive and contributed to a meaningful discussion and
presentation about ‘outsiders’ in music for the last portion of the assignment. You
approached this assignment in a very open minded and respectful way.
Assessment
Might I suggest: Your mind map was very basic and led you to have a more general
topic for the assignment. This wasn’t a bad thing, but I think you created more work for
yourself than you needed to. ‘Narrowing the scope’ of your topic means you need to
make it much more specific. Think about how “Google” or other internet search
engines work. If I put “birds” in the search bar, I will come up with billions of results. If I
put “peregrine falcon breeding habits”, the amount of resources found would be
considerably smaller. This is an example of what “narrowing the scope” means. If you
can do the same with research topics, this will help you shorten the research process in
the future.
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58
What is Really the Best Product Ever? Media and Advertising
Where do we see advertisements in the
world around us? Wait, where don’t we see
advertisements? They are everywhere!
Advertisements can be found in everything
from TV, bathroom stalls, newspapers,
magazines, phone apps, websites (which is
putting it mildly), e-mail, social media, video
games, radio, billboards, actual people, and
so much more!
Did you know that in one year, the average
Canadian will watch roughly 25, 000
commercials on TV alone? Imagine what the
statistical number of ads we view would be if
we factored in ads from everywhere else we
are exposed to them!
Media and advertisements are forms of visual
text or multimedia (images and text, or video
and text combined). Just as we are critical of
other forms of text, it is important to be
critical of media and advertisements as well.
The reasons for critically examining media and advertising are many. It is important to
understand, filter, and uncover the truth in what we view daily, so that we can navigate
through various perceptions, misperceptions, and downright sneaky ideas out there. Critically
thinking about and understanding different representations of culture, society, literature, and
other traits of media we view regularly will later ensure we make well-informed choices about
what we choose to view, consume, or believe to be true.
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59
Time to Read!
To better understand what elements are at work in all forms of advertisement, read the
following:


Sabah’s tutorial “Media & Advertising” found on your Course Resource USB key or
Course Resource book
View “A Commercial Walk-Through” found on your Course Resource USB key or Course
Resource book
Read “Advertising” in Communicate, pp. 36-45

View the Advertisements found in Between the Lines from pp. 172-179

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60
Student Work: 3.4 Spot the Lie (Investigation)
Assignment Instructions
Choose a commercial or advertisement that you can enclose (or accurately cite the source for)
relating to your research project on the concept of an ‘outsider’. You will examine the
commercial with the assistance of an organizer to understand its various elements and goals.
Try and pick an ad that you are able to control the viewing of to make your exploration easier. If
you found an advertisement that would work, while doing your research assignment, use it!

View “Extra Help” and “Extra Challenge” options on pp. XX in your Workbook

Consider the following options when choosing a commercial or advertisement:
a. YouTube, Vimeo, or other vide-sharing websites (you must provide the URL for your
chosen advertisement)
b. TV commercial or movie trailer (information cited must include the company or
store name of the product, the network it was on, and the date you viewed it)
c. Radio or podcast (information cited must include the company or store name of
product, the station or URL it was on, and the date you heard it)
d. Newspaper, magazine or catalogue (see how to cite this by going back to your
tutorial “The Goods: Finding and Using Good Information” on your Course
Resource USB key or Course Resource book.
e. “Outside the box” source. Maybe you saw an interesting ad in a washroom or in
your community (billboard, ad sticker, or others). Take a picture of it to include
either as a print or a file on a USB or memory drive, and send it in with your
Workbook.
 View assessment for this assignment on pp. XX
English 20-2: Module 2
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61
Student Work:
3.4 Spot the Lie (Investigation)
Use the table to aid in exploring your advertisement with detailed notes in point form. You
may need to view your advertisement a few times to get a good set of observations about it.
Commercial Source
What commercial are you using
for this assignment? State
Source
Hook
How does the commercial get
your attention?
Setting
What place, time of day, era,
lighting or decor is in the ad?
Story
What is happening in the ad,
(actions/events) from start to
finish?
Characters
What people (number, gender,
ages, animated/not animated,
animals, talking objects, etc.)
Details & Accessories
What clothing, jewellery, price
tags and other details are
present? How are they shown?
Colour
Suggests mood or tone. Is the
commercial bright and
cheerful? Cool and modern?
Sound
What voice (male/female),
music, noises or sound effects
are used?
Copy
What words (written or
spoken), slogans, catchy
phrases, jingles or logos are
used? How many times is
product name shown/spoken?
Demographic
Who is this ad directed to? Who
is treated as an outsider? Kids?
Teens, early twenties, middle
aged, old? Rich, poor, middle
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
62
class? What ethnicities or
gender roles are being
targeted?
Extra Help: 3.4 Spot the Lie (Tyrone’s Investigation Work)
Commercial Source
What commercial are you using
for this assignment? State
Source
Hook
How does the commercial get
your attention?
Setting
What place, time of day, era,
lighting or decor is in the ad?
Story
What is happening in the ad,
(actions/events) from start to
finish?
Characters
What people (number, gender,
ages, animated/not animated,
animals, talking objects, etc.)
Details & Accessories
What clothing, jewellery, price
tags and other details are
present? How are they shown?
Colour
Suggests mood or tone. Is the
commercial bright and
cheerful? Cool and modern?
Sound
What voice (male/female),
music, noises or sound effects
are used?
English 20-2: Module 2
Ubisoft Video Games, Shaun White Snowboarding Video Game Commercial, May 14,
2012 Youtube: http://tinyurl.com/5zjd5p
-A guy wearing winter gear and carrying a snowboard as he is sprinting down an inner
city back alley. No snow anywhere to be seen, and it looks like a warm day—confusing!
-Middle of a large busy city, middle of the day, set in modern times
-Halfway through, the setting changes to the video game itself—cold, wintery
snowboarding environment
-Guy carrying a snowboard is running as fast as he can somewhere
- Shaun White is in a helicopter urging people to jump on until they hang off helicopter as
it flies away
-The screen changes to show they’re in the video game now
- digital helicopter drops off the digital crowd for a walk- through via a digital snowboarder who briefly shows all features of the game
-The number of characters is originally one- the first running snowboarder
-Number grows to about 50 people mostly teens or people in early twenties from all walks
of life (hot dog vendor, taxi driver) near the end of the commercial (all wearing desperate
expressions on their faces)
-“Ubisoft” video game logo at the beginning
-Ssnowboards that everyone is carrying in the beginning
-Game logo (“Shaun White Snowboarding” in big, orange and bold on a white
snowboard) shown as the real world changes to video game world, as well as some
snowboarding gear logos (board designers)
-Box for game and compatible game systems shown at end of ad (system logos for X-Box,
PS3, Wii)
-Colors in beginning are warm and washed out to give idea that it is summer time (the
sun is bright and scorching)
-City is shadowed and dirty looking.
-Game has cool crisp and clean colors of winter (all snowboarders are depicted in
colourful bright looking snowboarding gear) with white snow and cool open blue sky over
mountains, clean looking environment (snow covered green trees, buildings)
-Can hear all the crashes and bangs of snowboarders desperately navigating their way
to the rooftop, knocking over anything in their path
-Voice of Shaun White is first voice we hear, saying, “all right you guys, hold on tight” as
all the people jump on the helicopter
-Music changes to intense rhythm and edgy rock music as viewer is launched into the
game “tour”
Instruction Workbook 3: Visuals, Short Stories and Poetry
63
Copy
What words (written or
spoken), slogans, catchy
phrases, jingles or logos are
used? How many times is
product name shown/spoken?
Demographic
Who is this ad directed to? Who
is treated as an outsider? Kids?
Teens, early twenties, middle
aged, old? Rich, poor, middle
class? What ethnicities or
gender roles are being
targeted?
English 20-2: Module 2
“Shaun White Snowboarding” is the first text in ad as the viewpoint switches from reality
to the video game
-“Hang Out on and Off the Board” and “Ride Online with Your friends” are two lines
popping up as promotions (in orange block lettering on white snowboards)
-“Open World Mountains” text—advertises the game is a “sandbox” game—players can
go anywhere on the terrain- no limit to adventure
-Seems like the ad is directed to anyone of all ages who like snowboarding
- Only a 3 or 4 people are of different culture or ethnicity (no Aboriginal people, no
disabled people…).
- Most people in the commercial are white males (only about 2 children were in it)
- Rating of the game is T (for teen) and says “some mischief” in disclaimer at the very
start. Aiming for Teens and older, snowboarders, and gamers that enjoy extreme sport
video games.
Instruction Workbook 3: Visuals, Short Stories and Poetry
64
Student Work: 3.4 Spot the Lie (Reflection)
Assignment Instructions
1. Consider the following questions and choose one to explore in your reflection:









What kind of stereotypes did you notice appearing in ads with certain types of products?
Are there certain types of people who never appear in ads? Why not?
Does mass media seem to do justice to the cultural diversity of teens or other people? Why or why
not?
Which cultures appear most frequently in commercials? Which ones do not? Why?
Discuss a negative, unrealistic, stereotyped or prejudiced portrayal of a group you have observed in
media
How is my researched concept of “the outsider” from my 3.3 Investigating the ‘Outsider’ assignment
usually portrayed in advertisements or commercials?
What have you observed about how mass media treats the idea of an “outsider” in general?
How has advertising and media in how it portrays an ‘outsider’ changed over the years?
What idea of an ‘outsider’ do you feel closely relates to you or your generation?
2. Investigate into the media you often look at (websites, magazines, social media, TV, newspaper, radio, or
other) to address the question with one of the following options. If the ad you used for the previous
investigation will work to answer one of the questions above, use it):

Enclose four pieces of media (images, advertisements, commercials, etc.) that help answer your
question. Write a brief explanation about why you chose those images, and how they help answer
your question.

Prepare a brief (2-5 minutes) verbal presentation that outlines your observations on the question.
Record this to email or send on a memory stick, call your teacher to present it, or record it as a podcast
on Spreaker (www.Spreaker.com) and email the URL to your teacher (or put the URL in the dropbox).

Write a brief paragraph or set of detailed notes showing your observations of media in regards to your
chosen question. Ensure you have specific examples to draw from that you explain with detail.

Give a brief audio/visual “tour” of online media to assist in answering your question using a web cast
on www.screenr.com. Tips about web-casts: Have all the things you would like to have in your
presentation open and ready to view. Check your sound quality on your microphone. Make
preparatory notes to speak to. If you do not include a verbal discussion on your webcast, be sure to
enclose a brief written explanation (either on the webcast, or as a separate document). Webcasts on
Screenr can be submitted as a URL, or as a downloaded ‘.mp4’ file. Be sure to mark your post as
private.
3. View “Extra Help” for this assignment on p. XX
4. View the assessment for this assignment on p. XX
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
65
Extra Help
Investigation
Two video advertisements have been provided on your Course resource USB drive for you to
view. Choose one to use for the purpose of investigation for this assignment.
Some tips:
 It is very tempting to go for the funniest commercial you can find for an assignment, but
remember you will need to look into the commercial with some depth. Find a
commercial or ad that
 Has a clear beginning and end, or clear “story” element to it (a plot)
 Has a clearly identified product
 Is engaging but informative for the purpose of the assignment
Reflection
1. Find an example in your personal experience where you have observed an
advertisement or piece of media that you (or someone you know) found personally
offensive or took the wrong way because of the stereotypes included, or the people
excluded. Some stereotypes you may wish to examine closely are: stereotyping of
teenagers, social groups of teenagers, men, women, seniors, parents, social classes, or
minorities.
 Choose one of the presentation types from the assignment instructions on p. XX
to explain and share this incident.
 In your planning, describe what the advertisement was, and the qualities that
you felt made it disagreeable. Talk about how this impacted you personally. Be
detailed and specific and write down any sources you look at.
 Approach your presentation choice with the idea of sharing aspects of your
“story” as illustrated in your planning.
Extra Challenge
Investigation
1. After doing your analysis of the advertisement of your choice, trouble-shoot the
advertisement and write a brief paragraph detailing the drawbacks of the commercial
and where improvements might have been made. An example of where to start might
be to identify any stereotypes presented, and identify what changes could be made to
eliminate them, or talk about what you found lacking or undesirable about the
commercial. Provide evidence of these observations. Consult the elements in your chart,
and suggest some improvements or changes (“If this was my commercial, I would...”).
Attach this brief paragraph to the bottom of your investigation and label it “troubleshooting”.
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
66
Reflection
1. Write a plan or story-board an idea for a parody of the commercial you used for the
Investigation of the assignment. Choose one of the presentation forms given in the
assignment instructions on p. XX to present your ideas, or find a different alternative
through discussion with your teacher.
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
67
3.4 Spot the Lie (Reflection)
Use the space below to plan and establish the rough work for completion of the assignment.
Planning Space for Reflection
Sources I Used (if any):___________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
68
3.4 Spot the Lie (Optional Space for Reflection Paragraph)
Provide your well-formed paragraph to your chosen question in the space below.
My Response
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
69
3.4 Spot the Lie Assessment
3.4 Spot the Lie Investigation
Value
E
Excellent
P
Proficient
S
Satisfactory
L
Limited
R
You demonstrate a perceptive understanding of
the elements and ideas used to compose
advertisements.
Your observations are skilfully recorded and
thoughtfully detailed.
Your observations are insightful and show an
excellent understanding of the content and
purpose behind the advertisement.
You demonstrate a thoughtful understanding of
the elements and ideas used to compose
advertisements.
Your observations are carefully recorded and
completely detailed.
Your observations are thoughtful and show a
knowledgeable understanding of the content and
purpose behind the advertisement.
You demonstrate a working understanding of the
elements used in media advertisements.
Your observations are clear and adequately
detailed.
Your observations are appropriate and show a
satisfactory understanding of the content and
purpose behind the advertisement.
You may not demonstrate a full understanding of
all the elements used in media advertisements, or
may present a confused understanding.
Your observations may lack support or clarity.
Your observations may not communicate a
sufficient understanding of the content or
purpose behind the advertisement.
3.4 Spot the Lie Reflection
You create a convincing voice.
Your stylistic decisions about your presentation
are precise and thoughtfully formed.
You skilfully develop a well-unified presentation
for your audience.
Your demonstrated ideas and supportive planning
details are confident and perceptive.
You present precise support that aptly reinforces
your ideas and impressions.
You create a distinct voice.
Your stylistic choices are clear and deliberately
formed.
You develop a knowledgeable and unified
presentation for your audience.
Your demonstrated ideas and supportive planning
details are knowledgeable and informed.
You present accurate support that reinforces your
ideas and impressions carefully.
Your voice is apparent.
Your stylistic choices are straightforward and
adequately formed.
You develop a satisfactory and unified
presentation for your audience.
Your demonstrated ideas and supportive planning
details are adequate and satisfactorily informed.
You present adequate support that reinforces
your ideas and impressions sufficiently.
Your voice is inadequate or unclear.
Your stylistic choices are lacking clarity and may
not be adequately formed.
Your presentation is limited and may lack unity to
clearly communicate to your audience.
Your demonstrated ideas and supportive planning
details may be incomplete or lacking in detail
You may not have enough supportive details to
support your ideas and impressions, or your
supportive details may be unclear.
Your attempt to respond is insufficient. You need to contact your teacher to discuss your work and
your resubmission.
Resubmission
Needed
Total: /40= %
/15
/25
Areas of Strength:
Assessment
Might I suggest:
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
70
Extra Help: 3.4 Spot the Lie (Karinn’s Planning)
Planning Space for Reflection
Question: Discuss a negative, unrealistic, stereotyped or prejudiced portrayal of a group you
have observed in media
Group: People with Mental or Physical disabilities
Why the portrayal is negative: Sometimes treats the disabled as lesser citizens. Treats disabled
like they should always be fighting to get better, or that their life is a tragedy. Never shows that
a lot of disabled people are fine, as is, even if their life is different. Worst- The media portrays
the disabled badly, and media representation is how the main stream learns mostly—so they
take it as accurate and truthful. It takes them further away from understanding though,
because the media promotes ignorance mostly.
Existing stereotypes:
-People think they’re co-dependent, victims, or someone to always feel sorry for
-Sometimes shown as being innocent or naive to the real normal world
-Many people think all disabilities are visual—don’t know about mental disabilities
-People with disabilities treated like objects of curiosity or fascination
-Sometimes shown as evil or sinister characters because they are different (physically/mentally)
-Sometimes used for comic relief
-Sometimes shown as being a burden on society, or that they must be isolated from society
-Characters are often treated as non-sexual (not capable of having romantic relationships)
-A common one is the disabled person being portrayed as a hero, because they do something
amazing despite their disability—makes it seem like all people with disabilities should constantly
be striving to “prove something” or “fight” their disability. The idea it puts across is that
disabled people must have horrible lives (not always true), OR that taking notice of the disabled
population or issues should only happen when they do something heroic.
Examples in media: Jake Tully from “Avatar” the movie—his disability was treated negatively,
and “becoming” his Avatar (super strong and walking on two legs compared to wheelchair
bound) was more acceptable to him, and the “best” outcome.
-Penguin from Batman—his disability is a birth defect, and used to make his character more
sinister, and contribute to his being “evil”
-Captain Hook (Peter Pan)—his disability (the hook on his missing hand) treated as something
he deserved for his evil deeds—is ridiculed and mocked for this by protagonists
-Artie from “Glee”- Some stereotyping (striving to “overcome” his disability socially and
physically in some parts of the show like it is unacceptable), but also some positive
representation
(http://www.youtube.com/watch?v=cRdxXPV9GNQ&feature=topics) Jake Tully
(http://www.youtube.com/watch?v=YSxCT1Faw6k) Penguin
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
71
http://www.youtube.com/watch?v=v3EPXGwkRQ0 (Captain Hook)
(http://www.youtube.com/watch?v=qAja338UQ-I) (Artie)
A note about Screenr from Karinn: I had never used a screen cast as a way of presenting before,
and I was worried that it would be too hard to use. Screenr was really easy though! I just needed
to have all the tabs I wanted to “show” open on my internet browser in advance, and any other
documents I wanted to “show” be easily accessible. Then, I just used the microphone built into
my laptop (the program found it for me automatically). Screenr does publish your work to
“finalize” it, but on that screen you can download it to your computer. I sent my presentation to
my marker in an ‘.mp4’ file format, and she had no problems opening it, then I just deleted the
one that was “published” so it wasn’t lying around for the world to see. My teacher told me that
since I am a student, I should try to always keep my schoolwork marked as private, or do what I
did with Screenr, so I can control my cyber “footprint” and not compromise my identity online.
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
72
Extra Help: 3.4 Spot the Lie Assessment (Karinn’s Work)
Value
3.4 Spot the Lie Investigation
E
Excellent
P
Proficient
S
Satisfactory
L
Limited
R
You demonstrate a perceptive understanding of
the elements and ideas used to compose
advertisements.
Your observations are skilfully recorded and
thoughtfully detailed.
Your observations are insightful and show an
excellent understanding of the content and
purpose behind the advertisement.
You demonstrate a thoughtful understanding of
the elements and ideas used to compose
advertisements.
Your observations are carefully recorded and
completely detailed.
Your observations are thoughtful and show a
knowledgeable understanding of the content and
purpose behind the advertisement.
You demonstrate a working understanding of the
elements used in media advertisements.
Your observations are clear and adequately
detailed.
Your observations are appropriate and show a
satisfactory understanding of the content and
purpose behind the advertisement.
You may not demonstrate a full understanding of
all the elements used in media advertisements, or
may present a confused understanding.
Your observations may lack support or clarity.
Your observations may not communicate a
sufficient understanding of the content or
purpose behind the advertisement.
3.4 Spot the Lie Reflection
You create a convincing voice.
Your stylistic decisions about your presentation
are precise and thoughtfully formed.
You skilfully develop a well-unified presentation
for your audience.
Your demonstrated ideas and supportive planning
details are confident and perceptive.
You present precise support that aptly reinforces
your ideas and impressions.
You create a distinct voice.
Your stylistic choices are clear and deliberately
formed.
You develop a knowledgeable and unified
presentation for your audience.
Your demonstrated ideas and supportive planning
details are knowledgeable and informed.
You present accurate support that reinforces your
ideas and impressions carefully.
Your voice is apparent.
Your stylistic choices are straightforward and
adequately formed.
You develop a satisfactory and unified
presentation for your audience.
Your demonstrated ideas and supportive planning
details are adequate and satisfactorily informed.
You present adequate support that reinforces
your ideas and impressions sufficiently.
Your voice is inadequate or unclear.
Your stylistic choices are lacking clarity and may
not be adequately formed.
Your presentation is limited and may lack unity to
clearly communicate to your audience.
Your demonstrated ideas and supportive planning
details may be incomplete or lacking in detail
You may not have enough supportive details to
support your ideas and impressions, or your
supportive details may be unclear.
Your attempt to respond is insufficient. You need to contact your teacher to discuss your work and
your resubmission.
Resubmission
Needed
Total: 37/40=
14.5/15
22.5/25
93%
Assessment
Areas of Strength: Karinn, you chose a great commercial to explore, and had some
very interesting observations and thoughts about Clint’s words! You perceptively
demonstrated you have an excellent understanding of the elements commercials
are composed of by the way you carefully laid out your observations of what you
felt was going on.
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
73
Your presentation on the representation of the disabled in the media was also a
very critical and well-illustrated presentation. You shed some light on a very littletalked about stereotype we as consumers of media encounter daily. This was quite
thought provoking! I really liked the idea of the Screencast for your presentation
Karinn. The combination of your discussion and the visual supplements was very
well put together. You had some great examples to draw from, and very
thoughtful observations and connections were made here.
Might I suggest:
You definitely had a good idea of what was going on in the commercial you chose,
but I wonder if you could be more specific in your observations about how that
commercial is so successful over-all? What is the big picture as far as that
commercial’s appeal to viewers? What are they walking away thinking about
after viewing an ad about this product?
In the future, you may want to plan a little bit more of an outline or a practice
round for the verbal discussion aspect of the Screencast. There are some areas
where you didn’t need to say as much as you did, and organizing this better may
have prevented you from extending the presentation as long. I think a common
temptation with any presentation is to cover as much information as possible, but
it is often better to focus on making a few strong points, with a few strong
examples to follow.
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
74
Extra Help: 3.4 Spot the Lie Reflection (Tyrone’s Work)
My Question: Does mass media seem to do justice to the cultural diversity of teens or other people? Why
or why not?
I said No. Here’s Why: Went to school at a very multicultural school (Cold Lake High School)—lots of
diversity because of the First Nations reserve, Metis settlement, farming community, oil patch workers,
growing immigrant population in town (Chinese, Korean, Lebanese, Japanese, British, and many more),
and the kids from the air force base (transferred to Cold Lake from all over Canada. Canada is growingly
diverse, and the media seems to represent most minorities well, but Aboriginal people are not well
represented by mass media—either the representation is limited or seems to be inaccurate.
Representation: TV advertisements and Aboriginal Canadian content: There is one Aboriginal specific
channel (APTN). On the channel itself the content is 80% Canadian/Aboriginal. The other 20% is
international Aboriginal or other. This is the only Aboriginal exclusive network in the world (Aboriginal
Peoples Television Network, http://www.aptn.ca/, June 5, 2012). From what I’ve seen on APTN, the
shows are well done and do not have stereotypes or generalizations about Aboriginal people often.
-Advertising on other cable or satellite channels: Only ever seen one or two commercials with Aboriginals
in them, and no Aboriginal teenagers in media or shows, other than maybe some Canadian shows
(Blackstone). Another channel that does have some Aboriginal representation in the media is CBC
(Canadian Broadcasting Company).
-Radio: Very little representation on the radio except to announce events like rodeos, Pow Wows, or
other Aboriginal community events. Though the “scene” is actually quite large, Canadian-Aboriginal
musical artists get little play time on the radio, except for CBC radio (still not a great amount).
Ad Example 1: Old Lakota ads (for Arthritis medicine)
-Represent aboriginal Elders and medicinal traditions in a disrespectful way
-Ceremonial wear for a commercial is disrespectful of cultural traditions (these are reserved for special
events or ceremony).
-Drums in the background of the commercial is bad representation. Drums are not like a constant
Canadian Aboriginal soundtrack. Used specifically for ceremony, celebration, story-telling, or mourning.
Ad Example 2: The “Eskan Warriors” Water ad is very stereotypical and pretty offensive.
-Features three white guys in imitation Aboriginal warrior costumes and paint. The idea is that they are
“defending the purity” of the water as warriors. It’s pretty inappropriate that the idea of “purity” of the
water was linked with being white, and even more inappropriate that the warriors were shown as being
unnecessarily violent, primitive or animal-like in an inaccurate imitation of Aboriginal warriors. It caused
a pretty big upset with Aboriginal people all over Eastern Canada (Eska Water is from Quebec), and I can
see why! (“Eska Warriors Water Ad”. Commercial. Youtube, June 5, 2012. URL:
http://tinyurl.com/86qx7cj
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
75
Conclusion: Aboriginals are underrepresented and inaccurately shown in media. Canadians may not have
accurate ideas about who we are, which makes misunderstandings more well-known than truth.
-While looking at various ads, I found a video that Wab Kinew, a CBC news announcer (and Canadian
Aboriginal hip-hop artist) made about common Canadian Aboriginal Stereotypes. I run into these
assumptions sometimes, and this video really hit home with me. It made me feel like I can better explain
some common misunderstandings about Aboriginals: http://tinyurl.com/6m4g8e8
Extra Help: 3.4 Spot the Lie Assessment (Tyrone’s Work)
3.4 Spot the Lie Assessment
3.4 Spot the Lie Investigation
Value
E
Excellent
P
Proficient
S
Satisfactory
L
Limited
R
You demonstrate a perceptive understanding of
the elements and ideas used to compose
advertisements.
Your observations are skilfully recorded and
thoughtfully detailed.
Your observations are insightful and show an
excellent understanding of the content and
purpose behind the advertisement.
You demonstrate a thoughtful understanding of
the elements and ideas used to compose
advertisements.
Your observations are carefully recorded and
completely detailed.
Your observations are thoughtful and show a
knowledgeable understanding of the content and
purpose behind the advertisement.
You demonstrate a working understanding of the
elements used in media advertisements.
Your observations are clear and adequately
detailed.
Your observations are appropriate and show a
satisfactory understanding of the content and
purpose behind the advertisement.
You may not demonstrate a full understanding of
all the elements used in media advertisements, or
may present a confused understanding.
Your observations may lack support or clarity.
Your observations may not communicate a
sufficient understanding of the content or
purpose behind the advertisement.
3.4 Spot the Lie Reflection
You create a convincing voice.
Your stylistic decisions about your presentation
are precise and thoughtfully formed.
You skilfully develop a well-unified presentation
for your audience.
Your demonstrated ideas and supportive planning
details are confident and perceptive.
You present precise support that aptly reinforces
your ideas and impressions.
You create a distinct voice.
Your stylistic choices are clear and deliberately
formed.
You develop a knowledgeable and unified
presentation for your audience.
Your demonstrated ideas and supportive planning
details are knowledgeable and informed.
You present accurate support that reinforces your
ideas and impressions carefully.
Your voice is apparent.
Your stylistic choices are straightforward and
adequately formed.
You develop a satisfactory and unified
presentation for your audience.
Your demonstrated ideas and supportive planning
details are adequate and satisfactorily informed.
You present adequate support that reinforces
your ideas and impressions sufficiently.
Your voice is inadequate or unclear.
Your stylistic choices are lacking clarity and may
not be adequately formed.
Your presentation is limited and may lack unity to
clearly communicate to your audience.
Your demonstrated ideas and supportive planning
details may be incomplete or lacking in detail
You may not have enough supportive details to
support your ideas and impressions, or your
supportive details may be unclear.
Your attempt to respond is insufficient. You need to contact your teacher to discuss your work and
your resubmission.
Resubmission
Needed
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
76
Total: 29/40=
Assessment
%
9/15
20/25
Areas of Strength: Tyrone, you demonstrated a clear understanding of your ad,
and gave some appropriate insight as to what was going on with the various
elements at play in promoting the video game. Your reflection into the Aboriginal
presence in media was quite thoughtful, and you brought up great ideas and
examples of this problem in Canadian media representation. It is very clear why
this inaccurate representation is a problem after reading your presentation.
Might I suggest: Some areas of your advertisement investigation were missing
explanation or detail. In the future, ensure you are not overlooking details that
may be valuable to include. A good way to test to make sure you have not
overlooked valuable details is to check with the conclusion of your investigation,
and see which details connect to the main idea, and which ones do not. Chances
are, if some details do not connect to the main idea or underlying message of an
ad, they are probably unnecessary. In your reflection, it is clear that you connected
to this topic very well, but your focus felt confused. Did you want to focus on
Canadian Aboriginals only, or Canadian Aboriginal teenagers? Maintaining a
clear focus on your topic is important for clarity and understanding in your
audience.
English 20-2: Module 2
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77
Preparing and Writing Visual Responses
Information about visuals is
transmitted in a variety of ways. So
far, you have learned more about
gathering and understanding what
visual media offers as far as
meaning, theme, presented
information and the need for critical
thinking.
The activities required so far have
already outlined a lot of strategies
and approaches that will help when
approaching the writing of a visual
response.
A visual response is a unified written response that requires evidence...
a. You understand what the theme of the image is and can state it in your own words.
b. You understand the ideas present in the image that contribute to the theme.
c. You understand the visual ingredients in the image and how they contribute to the
image’s main ideas and main theme.
A visual response also requires evidence that...
a. You can form a clear introduction that ends with introducing a main idea (your idea of
what the theme in the image is) for discussion.
b. You can discuss the ideas and evidence connecting to and supporting your main idea in
a clear organized way throughout 1-3 paragraphs.
c. You can form a clear conclusion that finalizes the goal of your discussion and relates this
goal outwardly (to your peers, your community and society in general) in a relevant and
realistic way.
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78
Plotting, Planning, Mapping and
Scheming Writing
When faced with written responses of
any kind, planning or mapping out a
direction before you start writing is a
good idea.
A good way to view planning is to treat
it like a blueprint. Often, in professions
of design, construction, creation or
invention, a blueprint is required before
any actual “building” materials are even
touched. The reasoning is simple: We
plan to make sure we don’t run into
problems or make irreversible mistakes
in the actual process. We plan to make
sure we have the right materials, the
right amount of supplies, money, or
equipment.
Most importantly, planning ensures good preparation and anticipation of how a process or
product should unfold. In a creative trade or profession, a blueprint is often the determiner of
whether a project is even viable or capable of being carried out! This saves time, money and
resources. Imagine building a house and finding out afterwards that you forgot to put in a
bathroom...Oops!
When it comes to writing, whether writing simple paragraphs or longer responses, planning is
important for the exact same reasons. Planning and brainstorming save time in the actual
process of writing, as a good plan will essentially act as a clear map or guide to follow while
writing. Planning is where all major decisions about content and organization should occur.
Time to Read!
Locate and read the following in your Course Resource drive or Course Resource book:

“Writing Outline or Planning” Tutorial
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
79
3.5 Visual Response (Plan)
Assignment Instructions
Keeping the idea of forming a blueprint for writing in mind, prepare a visual response plan that
will act as the base for the visual written response that will be done in Workbook 4.

View the image and prompt on the next page and recall the different ways you have
explored images and visual media for the last few assignments. Locate a copy of your
“What? So What? Now What?” guide to help you in your exploration.

View “Extra Help” for this assignment on p. XX

Explore and investigate the image to find out what the visual elements contribute
(“What?”).

Explore and investigate the image to get deeper ideas or connections to potential
themes (“So What?”).

Consider your investigation and the ideas and support recorded at this point. Consider
how these discoveries form a theme, and how they relate to the world around you
(“Now What?”)

Choose a planning method from the “Writing Outline” tutorial that will work best for
you and organize an outline or visual planner presenting the content for a discussion
about exploration of the image.

View assessment of the Visual Response on p. XX of the Workbook
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
80
3.5 Visual Response (Plan)
Examine the advertisement below. Note the ideas and impressions suggested by the
advertisement.
What ideas and impressions about theme does the advertisement suggest to you?
Begin forming your plan or outline on the following page.
English 20-2: Module 2
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81
3.5 Visual Response (Plan)
Demonstrate your chosen method of outlining, mind mapping or organizing a response here,
involving the visual image on the previous page. If more room is required, please attach extra
pages.
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3.5 Visual Response (Plan) Assessment
Thought and Detail (Plan)
E

You use effective words, sentences, and
paragraph structure.

You demonstrate skilful organization of
ideas and introductory/concluding
elements in your plan.

You show confident control of sentences,
grammar, and the overall discussion.

You choose purposeful supporting details to
defend your main idea.
You demonstrate a well-considered idea of
the theme in the image.

You use frequently effective words, sentences,
and paragraph structure.

You show competent control of ideas, details,
sentences, grammar, and the overall discussion.

You use occasionally effective words, sentences,
and paragraph structure.

You show control of sentences, grammar, and
the overall discussion.

You use words and structures in a limited or
ineffective way.

You show limited control of sentences, grammar
and the overall discussion.

You demonstrate effective organization of
ideas and introductory/concluding elements
in your plan.

You choose well-defined supporting details
to defend your main idea.
You demonstrate a conventional idea about
the theme in the image.

S

You demonstrate appropriate organization
of ideas and introductory/concluding
elements in your plan.

You choose clear supporting details to
defend your main idea.
You demonstrate a vague and uncertain
explanation of an idea about the theme in
the image.

L
R
Total:
You demonstrate a perceptive idea of the
theme in the image.

P
Writing Skills (Written Visual Response)


You demonstrate uncertain or confused
organization of ideas and
introductory/concluding elements in your
plan.

You choose inappropriate and/or unclear
details to defend your main idea.
Your attempt to respond is insufficient. You need to contact your teacher to discuss your work and your
resubmission.
/30
Thought and Detail (Plan)
/15
Writing Skills
/15
Areas of Strength:
Might I suggest:
Assessment
English 20-2: Module 2
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83
Extra Help: 3.5 Visual Response (Hailey’s Plan)
Introduction
a. Hook- Describe Ad briefly (what it looks like, what the message is, and what’s going on)
-“Exercise your options” is main text on a white banner
- four squares of colour below (red, orange, yellow, blue)
- Each square has a solid white figure or icon of a man and a piece of technology
-Final message: “healthy mind lives in a healthy body”
b. Topic to discuss – Mental and physical exercise- how ideas and elements in the ad contribute to the overall theme of
the ad
c. Theme/Main idea- Full potential of an individual is obtainable in finding a balance between physical and mental
activity (one must be present with the other for balance).
Discussion
a. Idea 1- Reaching our full potential
-Words in ad “your options” remind me of future planning or individual potential to be achieved, - Idea of keeping
options open
- Exercise of body and mind is a good way to reach our “potential” now and in the future
-Lots of options available to an individual for life-long fitness
Evidence & Explanation:
-“Icon” idea of the athlete figure—message applies to anyone or everyone male (like a “fill in the blank” for any male
to insert themselves as an example.
- Negative aspect: the man’s body type is not specifically applicable to most people. He has a muscular and athletic
body, which is not the majority.
-His physical actions represent the physical side
-Computer, TV, laptop= represent the mental side (learning, mental stimulation)
-Different sports shown by white figure—discus, hurdles, gymnastics—all balance-based activities
b. Idea 2- Balance is important
-Avoid couch-potato behaviour
-Image of technology being used as a tool or prop for an activity or being treated as a hurdle for fitness (throwing it
away, overcoming it, side-stepping it?)—pairing of physical and mental activity here—both equally important?
Evidence & Explanation:
-“Healthy mind lives in a healthy body”
-Could be speaking out about rejection of too much screen-time in front of tv, computer, etc.
-Images of white figure, and the mood given by each image—dynamic warm colours
-Overall composition of ad is simple- solutions for balance are simple?
Conclusion
Recap – Talked about people reaching full potential, balance in activities important
Re-Emphasis- Our potential for living our lives well, is to have balance present in our
daily activities, no matter our choices (as long as we make conscious choices to
pursue balance)
Concluding statement
- A universal message about the need to have balance in our lives as far as physical and mental wellbeing.
-Idea of balance applies to more than just exercise (work, play, relationships, and more)
English 20-2: Module 2
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84
3.5 Visual Response Assessment (Hailey’s Plan Assessment)
Thought and Detail (Plan)
E

You use effective words, sentences, and
paragraph structure.

You demonstrate skilful organization of
ideas and introductory/concluding elements
in your plan.

You show confident control of sentences,
grammar, and the overall discussion.

You choose purposeful supporting details to
defend your main idea.
You demonstrate a well-considered idea of
the theme in the image.

You use frequently effective words, sentences,
and paragraph structure.

You show competent control of ideas, details,
sentences, grammar, and the overall discussion.

You use occasionally effective words, sentences,
and paragraph structure.

You show control of sentences, grammar, and
the overall discussion.

You use words and structures in a limited or
ineffective way.

You show limited control of sentences, grammar
and the overall discussion.

You demonstrate effective organization of
ideas and introductory/concluding elements
in your plan.

You choose well-defined supporting details
to defend your main idea.
You demonstrate a conventional idea about
the theme in the image.

S

You demonstrate appropriate organization
of ideas and introductory/concluding
elements in your plan.

You choose clear supporting details to
defend your main idea.
You demonstrate a vague and uncertain
explanation of an idea about the theme in
the image.

L
R
Total:
You demonstrate a perceptive idea of the
theme in the image.

P
Writing Skills (Written Visual Response)


You demonstrate uncertain or confused
organization of ideas and
introductory/concluding elements in your
plan.

You choose inappropriate and/or unclear
details to defend your main idea.
Your attempt to respond is insufficient. You need to contact your teacher to discuss your work and your
resubmission.
/30
Assessment
Thought and Detail (Plan)
11.5 /15
Writing Skills
/15
Areas of Strength: Hailey it is clear you have a good understanding of the image and
the contributions to the theme the details in the image form. You have a lot of good
stuff to work from here when it comes to working on your written response in the next
workbook.
English 20-2: Module 2
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85
Might I suggest: Try to be more decisive about what your two ideas for discussion are.
You have a good start with your organization of ideas, but try to be concise and form
ideas in one or two specific sentences. Check your supporting details/evidence
carefully, using only details specifically supportive of your ideas (especially important in
the written portion of the assignment). Your conclusion and introduction are both on
track. It seems you have a good idea of direction here, but you may need to ensure
areas of description and summary in your written response stay brief. I’m glad you
found a form of outline that seems to work well!
Congratulations, you have completed Workbook 3 in Module 2!
Use this time to give your stupendous self a pat on the back, and double-check to ensure you
have submitted all the required assignments for this module.
Have any questions, comments, concerns or thoughts you’d like to share about this Workbook
or life in general? If you want to leave your marker a question, a rant, a picture, a random
thought or comment, take advantage of the tag space below!
English 20-2: Module 2
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86
Appendix
Targeted Course Learning Outcomes
1. You will assess the potential of understandings, interpretations and positions on ideas
and issues communicated by literature and other texts, by connecting your own and
others’ explorations, and by exploring additional aspects of these texts.
2. You will experiment with a variety of strategies, activities and resources to explore
ideas, observations, opinions, experiences and emotions.
3. You will identify and consider personal, moral and ethical perspectives, as well as
cultural perspectives, when studying literature and other texts. You will reflect on and
monitor how perspectives change as a result of interpretation and discussion
4. You will reflect on and describe strategies to evaluate information sources for
credibility, bias and quality. You will select, monitor and modify strategies as needed to
evaluate sources and detect bias.
5. You will form generalizations by integrating new information with prior knowledge.
6. You will understand the concept of convention and apply it to oral, print and multimedia
text forms when appropriate.
7. You will establish a focus for text creation and communicate scope by framing an
effective controlling idea or describing a strong unifying effect.
8. You will assess relationships among controlling idea, supporting ideas and supporting
details. You will strengthen these relationships as needed to enhance the unity of texts.
9. You will explain how selected works of literature and other print and non-print texts
convey, shape and at times, challenge individual and group values and behaviors.
English 20-2: Module 2
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Extra Help: 3.1 Decode Conflict (Hassan’s Work for Option B)
What is the conflict or problem the artist encountered, and where did it occur? Who/what
is involved?
I think the song writer feels trapped by society’s expectations or “rules” and isn’t sure
about his purpose or the meaning in his life. It also seems like this might have even caused
him to lose someone he cared about, like a friend or a girlfriend, because he was too
scared or nervous to fight back against society’s pressures. Causes him a lot of stress. In
the song he talks about how he’s afraid of change just as much as he’s afraid of staying the
same, as well as about the “burdens” he has (because of his culture, or because he’s a
man) being heavy and causing guilt, or unhappiness. He is sleepless and depressed, but you
can also see a moment where he is brave, inviting the other person to “be with me
tonight”.
How does the artist address the conflict or problem? What solution do they arrive at?
It seems like the conflict is resolved in the artist writing the song itself. The song seems like
a confession, where he’s finally admitting a weakness or flaw he has to someone he got
into conflict with. By telling how he feels to the person the song is directed to, he is trying
to win them back. He talks about how he needs to see if he can take risks (or not), and how
being with the person he wants to be with is a big risk that he is willing to take. I think that
by telling a person they are worth the risk, the artist has solved the conflict. He’s saying
that he will ignore the pressures and burdens of society to pursue his desires, and that in
the end, happiness is the most important thing.
How might critical thinking strategies have been applied to the conflict or problem to
ensure a better outcome? List at least two strategies that you would use, or that might have
helped.
I think the speaker in the song was on the right track by questioning himself and what he
wants in life. He questioned his behaviours, experiences, and unhappiness to find out what
caused them. By doing this he sees his unhappiness was caused by pressures of society or
mainstream beliefs. He figured out what he finds important, or got a better idea of what
he should have for personal goals. Being individual is one of those goals, and following his
desires (for the girl) is another. The “expectations” of society are bad assumptions being
made about individuals and what they dream or work towards. It was much more
complicated than I thought it was!
English 20-2: Module 2
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88
3.1 Decode Assignments Assessment (for Hassan)
3.1 Decode Series
A. Mind Map
Value
E
Excellent
P
Proficient
S
Satisfactory
L
Limited
R
Your exploration and ideas are
confident and discerning.
You provide precise support that
aptly reinforces your ideas and
exploration.
Your stylistic choices are precise.
You skillfully develop a unifying
effect.
Your exploration and ideas are
thoughtful and considered.
You provide specific support that
strengthens your ideas and
exploration.
You make specific stylistic choices
You capably develop a unifying
effect.
Your exploration and ideas are
straightforward and relevant.
You provide adequate support that
clarifies your ideas and exploration.
You make adequate stylistic
choices.
You adequately develop a unifying
effect.
Your exploration and ideas are
superficial and/or ambiguous or
undeveloped.
You provide imprecise and/or
ineffectively related support for
ideas and exploration.
Your stylistic choices are imprecise.
You inadequately develop a
unifying effect.
B. Paragraph Response
You create a convincing voice.
Your stylistic choices are precise.
Your tone is adept.
You skillfully develop a unified paragraph(s).
Your perceptions and ideas are confident and discerning.
You provide precise support that aptly reinforces your ideas
and impressions.
You knowledgably integrate an understanding of the critical
thinking process.
Your perceptions and ideas are thoughtful and considered.
You provide specific support that strengthens your ideas and
impressions.
You create a distinct voice.
You make specific stylistic choices.
Your tone is competent.
You capably develop a unified paragraph(s).
You integrate a sound understanding of the critical thinking
process.
Your perceptions and ideas are straightforward and relevant.
You provide adequate support that clarifies your ideas and
impressions.
Your voice is apparent.
You make adequate stylistic choices.
Your tone is conventional.
You adequately develop a unified paragraph(s).
You sufficiently integrate an understanding of the critical
thinking process.
Your perceptions and ideas are superficial and/or ambiguous.
You provide imprecise and/or ineffectively related support for
your ideas and impressions.
Your voice is inadequate.
Your stylistic choices are imprecise.
Your tone is inconsistent.
You inadequately develop a unified paragraph(s).
You struggle to integrate an understanding of the critical
thinking process.
Your attempt to respond is insufficient. You need to contact your teacher to discuss your work and
your resubmission.
Resubmission
Needed
Total: 31/35 = 89 %
15 /15
16/20
Areas of strength: Hassan, your mind map was very well done with lots of detail and
Assessment
clear careful consideration of your text. You very effectively showed the many
perspectives and assumptions that were occurring here, showing that you put a lot of
thought into your solution paragraph.
Might I suggest: While your paragraph was well considered, in the future you need to
ensure you are explaining your connections to critical thinking strategies more clearly.
You stated the strategies used, but did not detail how specifically.
English 20-2: Module 2
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3.1 Decode Assignment Assessment (Hassan continued)
3.1 Decode Series
C. Decode Conflict Paragraph
Value
E
You create a convincing voice.
Your stylistic choices are precise.
Your tone is adept.
You skillfully develop a unified paragraph(s)
Your perceptions and ideas are confident and discerning.
You provide precise support that aptly reinforces your ideas and impressions.
You have confidently integrated an understanding of the critical thinking process in deriving your
solution to the conflict.
Your perceptions and ideas are thoughtful and considered.
You provide specific support that strengthens your ideas and impressions.
You create a distinct voice.
You make specific stylistic choices.
Your tone is competent.
You capably develop a unified paragraph(s).
You have capably integrated an understanding of the critical thinking process in deriving your solution
to the conflict.
Your perceptions and ideas are straightforward and relevant.
You provide adequate support that clarifies your ideas and impressions.
Your voice is apparent.
You make adequate stylistic choices.
Your tone is conventional.
You adequately develop a unified paragraph(s).
You adequately integrate an understanding of the critical thinking process in deriving your solution to
the conflict.
Your perceptions and ideas are superficial and/or ambiguous.
You provide imprecise and/or ineffectively related support for your ideas and impressions.
Your voice is inadequate.
Your stylistic choices are imprecise.
Your tone is inconsistent.
You inadequately develop a unified paragraph(s).
You inadequately integrate an understanding of the critical thinking process in deriving your solution to
the conflict.
Excellent
P
Proficient
S
Satisfactory
L
Limited
R
Your attempt to respond is insufficient. You need to contact your teacher to discuss your work and
your resubmission.
Resubmission
Needed
Total: 15/15=100%
15 /15
Areas of Strength: You described this song very well, and gave a very clear idea of where
Assessment
miscommunication occurred and improvements in approaching the conflict could be made.
Might I suggest: I think you should work on providing actual quotes in your writing,
Hassan, to support your ideas. You summarize well, but because there is little evidence
from the text provided, it is hard to see where you are getting your ideas from.
Total Mark:
31/35 + 15/15 =
English 20-2: Module 2
46/50=
92 %
Instruction Workbook 3: Visuals, Short Stories and Poetry
90
Self-Assessment: Maintaining Integrity & Avoiding Plagiarism Quiz
1.
2.
3.
4.
5.
6.
7.
a and b
a and c
a
c
a, b and c
a, b, c, d, f
When paraphrasing, a good approach is to take the information you are interested in
and think about how to put it into your own words. Sound familiar? Imagine a situation
where you have only your voice to communicate information from point A to point B.
Are you going to repeat it word for word out of a book in words that are not your own,
or are you going to make it easier to remember, and easier to communicate? Think
about the focus in the information itself, and build your summary from there, keeping it
simple and straightforward.
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Extra Help: 3.1 Decode Graphic Organizer (Lola’s Work)
She (the speaker): already
dropped out of school.
Good at escaping situations where
he doesn’t feel free
No other siblings or
mom to help out
Not able to commit
Cared for her father
(who is sick)
Song doesn’t it say why he
wants freedom, but he
always wants it
Wants to be
independent
Dreams of being
someone
(successful?)
Already was pretty
independent—didn’t
realize it?
Works really hard to
achieve her goals and
support partner
Assumes she won’t have to
take care of anyone ever
again after
leaving home
…………………
Assumes she understands
him, and is okay with him
doing his own thing
English 20-2: Module 2
He (who she is speaking to) “has a fast
car”. Reckless? Carefree? Irresponsible?
Conflict: the woman has
supported her partner for
a long time, and he
doesn’t care, doesn’t give
anything back to her
(takes away her freedom)
Takes advantage of her—
never has a job, is never
around for kids.
Doesn’t seem to care or respect
speaker much, but they later have
kids together
Both from the same place—
both want freedom. She has a
specific reason though (her
dad is an alcoholic), and he
doesn’t seem to.
Disadvantaged
but doesn’t let
it stop her
Doesn’t seem to have
goals or dreams for
life
Assumes that being free and helping
speaker to freedom is a big enough
contribution
Assumes freedom and
running away will solve his
problems
Didn’t realize that
boy would become
another burden like
her dad
Instruction Workbook 3: Visuals, Short Stories and Poetry
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Extra Help: 3.1 Decode Text (Lola’s paragraph response)
What is the conflict or problem the protagonist of the text faces?
In “Fast Car” by Tracy Chapman, the conflict is that her boyfriend or husband, who gave her
that freedom in the beginning, is totally useless and doesn’t help her do anything. He just
drinks and has no job, while she works hard to pay the bills, feed the kids, afford their house,
and all that. This creates conflict because she doesn’t understand until the very end that she
doesn’t deserve to put up with him, and that it wasn’t her goal to end up like this.
What are two significant assumptions made in the text by those involved in the issue? Why
are these incorrect assumptions?
She assumes that his idea of freedom is the same as hers and that he has the same goals and
dreams. His only goal seems to be escape though (“fast car”, drinking, unemployment) but
she realizes he can’t hold down a job and isn’t responsible, all well taking advantage of her
hard work. I think that the boyfriend assumed that escaping with the girl would solve his
problems, but running away with her doesn’t end up doing the trick.
What is the best possible solution or course of action you have arrived at after careful
exploration that addresses the problem the protagonist faces?
His problems might be more complicated (She just needed to leave and not be responsible for
her dad). I think this might be why he starts drinking and can’t keep a job. He’s being
disrespectful of her but he might just need help. By asking the man to leave (though he’ll
probably be worse off on his own) the woman has taken a step in the right direction of solving
the conflict. On his own, hopefully the man can realize his personal problems and start
addressing them, rather than affecting and damaging other lives as he damages his own.
English 20-2: Module 2
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3.1 Decode Assignment Assessment (for Lola)
3.1 Decode Series
A. Mind Map
Value
E
Excellent
P
Proficient
S
Satisfactory
L
Limited
R
Your exploration and ideas are
confident and discerning.
You provide precise support that
aptly reinforces your ideas and
exploration.
Your stylistic choices are precise.
You skillfully develop a unifying
effect.
Your exploration and ideas are
thoughtful and considered.
You provide specific support that
strengthens your ideas and
exploration.
You make specific stylistic choices
You capably develop a unifying
effect.
Your exploration and ideas are
straightforward and relevant.
You provide adequate support that
clarifies your ideas and exploration.
You make adequate stylistic
choices.
You adequately develop a unifying
effect.
Your exploration and ideas are
superficial and/or ambiguous or
undeveloped.
You provide imprecise and/or
ineffectively related support for
ideas and exploration.
Your stylistic choices are imprecise.
You inadequately develop a
unifying effect.
B. Text Response
You create a convincing voice.
Your stylistic choices are precise.
Your tone is adept.
You skillfully develop a unified paragraph(s).
Your perceptions and ideas are confident and discerning.
You provide precise support that aptly reinforces your ideas
and impressions.
You knowledgably integrate an understanding of the critical
thinking process.
Your perceptions and ideas are thoughtful and considered.
You provide specific support that strengthens your ideas and
impressions.
You create a distinct voice.
You make specific stylistic choices.
Your tone is competent.
You capably develop a unified paragraph(s).
You integrate a sound understanding of the critical thinking
process.
Your perceptions and ideas are straightforward and relevant.
You provide adequate support that clarifies your ideas and
impressions.
Your voice is apparent.
You make adequate stylistic choices.
Your tone is conventional.
You adequately develop a unified paragraph(s).
You sufficiently integrate an understanding of the critical
thinking process.
Your perceptions and ideas are superficial and/or ambiguous.
You provide imprecise and/or ineffectively related support for
your ideas and impressions.
Your voice is inadequate.
Your stylistic choices are imprecise.
Your tone is inconsistent.
You inadequately develop a unified paragraph(s).
You struggle to integrate an understanding of the critical
thinking process.
Your attempt to respond is insufficient. You need to contact your teacher to discuss your work and
your resubmission.
Resubmission
Needed
Total: 24/35 = 69 %
10 /15
14/20
Areas of strength: Lola, it is clear you had a good understanding of “Fast Car” as you
Assessment
provided great detail and insight in your graphic organizer. You understood the
assumptions being made on behalf of both parties quite well, and articulated your
predictions well in your paragraph.
Might I suggest: Ensure you are fully explaining and supporting your ideas with
details from the text, as well as clearly explaining in your paragraph which critical
thinking strategies came into play when arriving at your solution. As well, look at
transitional words and phrases to help you write your sentences with more flow.
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
94
Extra Help:
Commercial Source
What commercial are you using
for this assignment? State
Source
Hook
How does the commercial get
your attention?
Setting
What place, time of day, era,
lighting or decor is in the ad?
Story
What is happening in the ad,
(actions/events) from start to
finish?
Characters
What people (number, gender,
ages, animated/not animated,
animals, talking objects, etc.)
Details & Accessories
What clothing, jewellery, price
tags and other details are
present? How are they shown?
Colour
Suggests mood or tone. Is the
commercial bright and
cheerful? Cool and modern?
English 20-2: Module 2
3.4 Spot the Lie (Karinn’s Work)
Chrysler Vehicles, Superbowl Commercial, May 14, 2012
http://tinyurl.com/79kan43
“It’s half-time” - indicates a suspenseful time in the football game (superbowl)
-By saying “it’s half-time in America” , gives idea of suspenseful time in that
country too
-Setting is Detroit, in evening and early morning light (not fully bright and sunny),
and is in the present (the time of the superbowl)
-decor in the ad is patriotic (American flag), focused on the industry of the city
(city of Detroit flag) and the people there (houses, neighbourhoods, and factories)
-Clint talks about “half-time” for America: struggles America has seen in the last
two years economically, especially struggle of people in Detroit with loss of jobs. -Normal people going about daily activities are shown while he talks
- When he talks about conflict and struggle, a yelling man on a TV news broadcast
is shown with scenes of the Occupy protest.
When he starts to talk about hope for the country, black and white photos of
people (families) are shown smiling before a shot of gleaming new cars being
made in factories.
-Clint urges Americans to continue fighting, because they’ll win eventually
Clint Eastwood (an actor from Hollywood)
-People of Detroit are main focus
-People are Caucasian, Asian or African-American people
-People only shown doing life things, working, driving, being with kids, riding in a
boat, thinking, or in black and white photos standing with their families.
-All ages, from children to adults, and all genders (men and women, parents)
- Chrysler vehicles shown in a subtle way, as people drive them to drop off their
kids, or run errands.
-Only see enough of car to see they are Chryslers
-Line of 3 new Chrysler vehicles is shown in a factory as a sign of hope at the end
that the industry continues. At the end, you see the car brand names that are
imported from Detroit (Dodge Ram, Dodge Challenger, Chrysler, Jeep).
-colours are dark and sombre, with dark shadows but strong colours emerging
from them.
-everything lit either in a sunset, or a sunrise, suggests the beginning of a new
time, or the end of an old time
-shadows in the flag, the buildings, and all the people’s faces make them look
tough, but emotional, expressive or vulnerable, especially in black and white
parts)
-at end, cars in the factory are bright and gleaming—this is the most colourful or
bright part of the whole ad (hope?)
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Clint Eastwood -has a scratchy tough sounding voice with lots of heart and
conviction.
What voice (male/female),
music, noises or sound effects
-Sounds fierce and strong and honest, no-nonsense
are used?
-Music is sombre and dark at first with low notes in the beginning
-Becomes uplifting halfway through with higher notes and more melody, right
around when Clint’s voice becomes hopeful.
-Only text words are “Imported from Detroit” right at the end, with Chrysler, Copy
Dodge and Jeep named underneath (with logos).
What words (written or
spoken), slogans, catchy
-One of each car is shown in ad at key points of message
phrases, jingles or logos are
- Clint is only talking to Americans. Once, he says, “when we get knocked down,
used? How many times is
we get right back up, and when we do the world is gonna hear the roar of our
product name shown/spoken?
engines” (this is as close to car referencing as he gets, other than hinting at
Detroit car industry recovering).
-Ad is very patriotic—directed to Americans and their “struggle” and those
Demographic
Who is this ad directed to? Who affected by financial crash of the United States in 2009-2011
is treated as an outsider? Kids?
-Directed to blue collar workers (people working in factories or in industry jobs), or
Teens, early twenties, middle
middle class people – people seen as tough and capable of “getting the job done
aged, old? Rich, poor, middle
with hard work” or those capable of overcoming struggle
class? What ethnicities or
-Leaves out the affected poor, leaves out the homeless, leaves out physically or
gender roles are being
mentally impaired, and those in their early twenties
targeted?
-While there are African-Americans and Mexican-Americans in the commercial,
the bulk of people featured are Caucasian and middle class.
Sound
English 20-2: Module 2
Instruction Workbook 3: Visuals, Short Stories and Poetry
96
I Think, Therefore I Am!
Critical Thinkers...
Want to learn how to keep
lines of communication
open, and don’t wish to keep
on making the same
communication mistakes.
Put effort into critically
filtering information around
them to see and understand
assumptions being made
Embrace new challenges and
are not complacent about
learning new things. Open to
trouble-shooting, innovation,
and growth.
Are aware of stereotypes
about people and do not
make judgments based on
what their peers think, only
on what they know to be
true (or untrue) after careful
thinking.
Do not accept information
without critically thinking
about it first, no matter how
traditional, well-known, or
well-established it is.
Trust their own reasoning
skills, but will look for other
perspectives as sources of
information if they are
unsure (but question their
sources carefully!)
Embrace change, challenge,
and try to keep all the ideas
they surround themselves
relevant to their experiences,
knowledge, and present.
Understand that things are
not always “black & white”,
and are comfortable with
“gray areas”. They are
aware that often there are
multiple acceptable
solutions to any one
problem.
Do not make uninformed
choices or decisions.
Value organization, focus, and
problem solving.
Are tolerant of views that
differ from their own, while
being aware of their own
biases. They can empathize
with other perspectives.
English 20-2: Module 2
Apply reason and evidence
to thinking, are alert to
problematic situations, and
try to anticipate
consequences in advance.
Always look for the “best”
knowledge or information.
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Module 2: Instruction Workbook 3
Assignment List
Student
Checklist
Assignment Name
3.1 Decode Series
3.3 Investigating the Outsider
3.4 Spot the Lie
3.5 Visual Response Draft Plan
Formative Assessment
Score
Percentage
%
Submitted to D2L
/50
/55
/40
/15*
Student Work: Draft
Pages marked Student Work: Draft in the border are not formally assessed. Please provide
feedback to the student based on his/her submission
Student Work: Planning
Pages marked Student Work: Planning in the border are not formally assessed unless it is
stated in the assignment. Please provide feedback to the student based on his/her submission.
Student Work: Self Assessment
Pages marked Student Work: Self Assessment in the border are not formally assessed. Please
provide feedback to the student based on his/her submission and direct the student to the
answer key in the Appendix when appropriate.
Summative Assessment
Student Work:
Pages marked Student Work in the border are formally assessed. Please use the descriptors in
the rubric provided to assess the student’s submission. These descriptors should be the focus of
the comments you provide. Please indicate where the student has been successful, and identify
an area of growth in the Assessment section provided in the rubric. Use the exemplar and
accompanying rubric to guide your assessment.
Be sure to record the student’s mark on the Assignment list and back cover of the workbook.
English 20-2: Module 2
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98