Pemberley Digital

Pemberley Digital
Director: Bernie Su
Release Year: 2015

Summary:
Pemberley Digital is a web video production company that specializes in the adaptation of classic works. The company uses Youtube, Twitter, Facebook, Tumblr, Pinterest, and others to tell a story across multiple formats. So far the company has done adaptations of Emma, Frankenstein, Little Women, and Pride and Prejudice. The series "The Lizzie Bennet Diaries" (based on Pride and Prejudice) has received multiple awards. The Pemberley website can be found here: http://www.pemberleydigital.com/

Qualitative Analysis:
This production could be categorized as Very Complex. As far as organization, the stories are quite clear, however, there are complex characters and the storylines can be difficult to predict.  Most vocabulary is familiar and conversational however there is ironic and figurative language used. As well, there is also sometimes subject-specific and archaic vocabulary used. The meaning is clear and the theme is usually subtle and revealed over time. Themes of various levels of complexity are explored. There are many references and allusions to other texts and cultural elements. The media-content is also fairly complex as this kind of content is so new it can be difficult to analyze the message. The media is produced and structured in a large variety of ways.

Content Standards:
This production connects well with English particularly if one of the above-mentioned classic texts was being studied.

CCSS Grades 9-10 Reading Standards For Literacy in Social Science
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

Personal Response:
I believe the website/videos/etc are an interesting twist on the classics. There are a large variety of videos and social media platforms to explore which is really unique. The topics covered would definitely be one students find relevant if they are reading any of these texts in their English class.  I personally had never heard of or used Pembereley before this assignment but I think it could be an effective teaching tool. If anything, students could explore it and see what they learn or come up with on their own with little to no guidance.

The Moth Podcast

The Moth Podcast
Founder: George Dawes Green
Year Founded: 1997

Summary:
The Moth is an acclaimed not-for-profit organization dedicated to storytelling. At the center of each podcast is a story. The Moth’s directors work with each storyteller to find, shape and present their story. Since its launch in 1997, The Moth has presented thousands of stories. Moth stories are known for the great range of human experience they showcase. Each show starts with a theme, and the storytellers explore that theme, often in unexpected ways. Since each story is true and every voice authentic, the shows are somewhere between documentary and theater. The stories can be found online here: http://themoth.org/stories

Qualitative Analysis:
Overall, the Moth stories could be categorized as Moderately Complex. As far as organization, the stories are usually clear with an easy-to-follow storyline however, there is some variety within each story and some stories are more complex than others. The stories are easy to understand but sometimes do have more complex meaning.  Most vocabulary is familiar and conversational. The themes are usually clear and there are often multiple levels of meaning to each story. The life experiences are often common to the listeners. Sometimes there are allusions and references to other texts or cultural elements. The media-content varies a lot story to story. The media literacy is presented as a live telling of a story so there is no editing but there is a lot of practice and pre-production before the story is actually performed.

Content Standards:
This podcast connects well with English class as the content is short stories. However, depending on the topic of the story, it could really be tied to pretty much any subject.

CCSS Grades 8 Standard for Speaking and Listening
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

Personal Response:
I believe this is a very entertaining podcast. All the stories are fairly short and they are almost always entertaining. There are definitely stories that students would find relevant and interesting. I have not listened to many of the stories yet, but I have enjoyed the ones I have heard. I think in the classroom podcasts and short stories could be used weekly or more occasionally. I personally have never used The Moth in the classroom but think the stories could be very effective teaching tools, specifically at the high school level. I think the various stories could lead to great discussions and papers.

Ted Talk: Looks Aren't Everything

Ted Talk: Looks Aren't Everything, Believe Me I'm a Model
Talk By: Cameron Russell
Year Filmed: 2012

Summary:
This talk is about how being a model is not exactly what the average person may think it is cracked it up to be. The speaker Cameron Russell talks about winning the "genetic lottery" and benefiting from the way she looks while also acknowledging all the people who have the exact opposite happen to them based on the way they look. She argues that image is powerful and superficial and how we look has a huge impact on our lives. The photos she shows and the honest with which she speaks gives the viewer a new perspective on the modeling industry.

Qualitative Analysis:
This Ted Talk could be categorized as Slightly Complex. As far as organization, the talk is quite clear and follows one simple story line. The purpose for the talk is easy to predict from the beginning. The examples are relatable and easy to understand. All vocabulary is familiar and conversational. The meaning is clear and consistent throughout the lecture. The life experiences are common to almost all viewers. The media-content is basic as the message is easy to follow and analyze. The media literacy is presented as a live filming of a speech so there is no editing.

Content Standards:
This show connects well with anything related to current events - this could be a life skills course, an English course, or a social studies course. This talk could really be tied to pretty much any subject and/or topic.

CCSS Grades 6 - 12 Standards for Speaking and Listening
Comprehension and Collaboration:
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Personal Response:
I believe this is a unique, interesting Ted Talk. It is very short and the speaker is engaging and relatable. The topic covered would definitely be one students (particularly females) find relevant. I think Ted Talks could be used daily as a warm-up activity or just occasionally. I personally have never used Ted Talks in the classroom but think they could be very effective teaching tools, specifically at the high school level. I think the various talks could lead to great discussions and analysis.

Ted Talk: How Schools Kill Creativity

Ted Talks: How School Kill Creativity
Talk by: Ken Robinson
Year Filmed: 2006

Summary:
This talk is about how creativity is not currently valued in schools. The speaker Ken Robinson makes arguments to rethink the school system so that creativity is nurtured rather than undermined. He argues that creativity is as important as literacy and should be given the same status. He criticizes the current education (and work) system for punishing mistakes. As he claims, kids are educated out of creativity.

Qualitative Analysis:
This Ted Talk could be categorized as Moderately Complex. As far as organization, the talk is quite clear, however, the speaker does seem to jump from thought to thought and story to story fairly quickly. The purpose for the talk is stated at the beginning and then repated at the end. The examples are relatable and easy to understand. All vocabulary is familiar and conversational. The meaning is clear and consistent throughout the lecture. The life experiences are common to almost all viewers. The media-content is basic as the message is easy to follow and analyze. However, it does require analysis as the talk challenges things most people accept as "normal". The media literacy is presented as a live filming of a speech so there is no editing.

Content Standards:
This show connects well with anything related to current events - this could be a life skills course, an English course, or a social studies course. This talk could really be tied to pretty much any subject and/or topic.

CCSS Grades 6 - 12 Standards for Speaking and Listening
Comprehension and Collaboration:
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Personal Response:
I believe this is an informative, interesting Ted Talk. It is fairly short and the speaker is funny and engaging. The topic covered would definitely be one students find relevant. I think Ted Talks could be used daily as a warm-up activity or just occasionally. I personally have never used Ted Talks in the classroom but think they could be very effective teaching tools, specifically at the high school level. I think the various talks could lead to great discussions and analysis.

 

   



Black Fish

Black Fish
Production Company: CNN Films
Release Year: 2013

Summary:
Many of us have experienced the awe and excitement at watching killer whales perform at such venues as Marine World and Sea World without ever thinking much about what the animal goes through. This documentary will make it impossible to ever do that again. This film is primarily about one whale named Tilikum, an Orca in captivity who was involved in the deaths of three individuals. The viewer learns in great detail about this whale and about what went wrong. Overall, this heart-breaking documentary focuses on the controversial captivity of killer whales and its dangers for both humans and whales alike.

Qualitative Analysis:
This documentary could be categorized as Moderately Complex. As far as organization, the documentary does have a few storylines although they are all connected by a common theme. The events are always clearly explained and the story lines are straight-forward. Its language features are largely explicit and easy to understand. All vocabulary is familiar and conversational and the scientific vocabulary used is always clearly explained. The meaning is definitely more complex as there are multiple levels of meaning and the viewer may have their original views challenged. The life experiences portrayed are moving and upsetting and uncommon to most viewers. The media-content is also fairly complex as the messages require deep analysis. The media-grammar is very important in this documentary as there is a strong message the film is trying to get across and it is important for the viewer to keep in mind how this film is being produced and structured.

Content Standards:
This film connects well with science and any study related to the environment and/or animals and animal rights.

CA Science Standards Grades 9-12
Ecology 6b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.

Personal Response:
I believe this is an informative, eye-opening documentary. It is extremely sad and the viewer will remember it for a long time after watching. It is gripping and covers topics students would find very interesting and shocking. It is definitely appropriate only for older kids - I would recommend high school. The science teacher at my former school did show it to the 8th grade students and they definitely talked a lot about it - even in English class. It was a film that they really remembered. This movie would be a great classroom teaching tool.

Similes and Metaphors in Pop Music

Youtube Video: Similes and Metaphors in Pop Music
Creator: Danielle Padilla
Release Year: 2013

Summary: This Youtube video summarizes what similes and metaphors are and then gives examples of both using popular songs and lyrics. The video can be found here: https://www.youtube.com/watch?v=JcEV_3009gM

Qualitative Analysis:
This Youtube video could be categorized as Slightly Complex. As far as organization, the video is very clear. The purpose for the video is stated at the beginning and then repated at the end as a reminder. The examples are commonly heard songs that many people will be familiar with. All vocabulary is familiar and conversational. The meaning is clear and consistent throughout the video. The examples help clear any confusion people may have about the meanings of simile and metaphor. The media-content is also very basic as the message is easy to follow and analyze.

Content Standards:
This video would connect well with an English unit on figurative language.

CA English Language Arts Standard Grade 7
1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry.

Personal Response:
This is a great video to use in the classroom as part of a unit on figurative language. The students enjoy it very much and it also really helps explain the difference between similes and metaphors. As well, there are a large number of similar videos available on Youtube so it would be easy to pick the one that would be best for your individual class. As a follow up assignment, I have had students find similes and metaphors in songs on their own and they also really enjoy doing that. It is a great way to "spice up" a unit.

CNN Student News

CNN Student News
Production Company: Cable News Network, Inc

Summary:
This student news program is broadcasted every day. It is available as an online video as well as a free podcast. Each segment is ten minutes and is designed for broadcast in schools. The program is anchored by Carl Azuz who reports on the day's news in a simplified and age-appropriate format. The videos (which change daily) can be found here: http://www.cnn.com/studentnews/

Qualitative Analysis:
This TV show could be categorized as Slightly Complex. As far as organization, the show is very clear. The events are always clearly explained and the story lines are very straight-forward. Its language features are largely explicit and easy to understand. All vocabulary is familiar and conversational. The media-content is also basic as the messages are easy to follow and analyze. As all viewers should do when watching the news, it is important to watch with a critical eye to see which perspectives are being left out or what messages are being sent to the viewer. The media-grammar is very important in news segments as cropping and other such techniques really paint a story a certain way. The media literacy is does shape the way the stories are presented because it is a news show but none of the scenes are shot live.

Content Standards:
This show connects well with anything related to current events - this could be a life skills course, an English course, or a social studies course.

CCSS Grade 6 Speaking and Listening Standard:
Interpret information presented in diverse media and formats (e.g. visually, qualitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Personal Response:
I believe this is an informative, interesting news show for kids. It is short and tends to cover topics students find relevant. It could be used daily as a warm-up activity or just occasionally. I used to show this to my students every morning during their 15 minute community class and most students were engaged and sometimes the topics lead to interesting discussions. I recommend having a short handout for the students to fill out daily as they watch to help keep their focus.

Friday Night Lights

Friday Night Lights
Production Company: NBC
Release Year: 2006

Summary:
This television-drama (based on a book) centers around a high school football Coach in present-day Texas. The fictional town of Dillon is a small, close-knit community in rural Texas. Coach Taylor and his family are the center of the show but many various players and friends play crucial roles in the plot development as well. Much more than a typical sports show, Friday Night Lights uses the backdrop of Dillon to address many issues facing American society including family values, school funding, racism, drugs, abortion, and lack of opportunity.

Qualitative Analysis:
This TV show could be categorized as Slightly Complex. As far as organization, the show is very clear. The events occur chronologically and the story lines are very straight-forward. Its language features are largely explicit and easy to understand. All vocabulary is familiar and conversational although some football-specific terminology is used. The meaning is clear and consistent throughout the show. However, there are multiple story lines occurring at once which the viewer must be able to keep straight. The experiences portrayed are common to many people and multiple themes are explores throughout the show. The media-content is fairly basic as the messages are easy to follow and analyze however the viewer will definitely form opinions about certain things that happen throughout the show. The viewer will be forced to think a lot. The media literacy is quite unique in that the show is filmed in a very unconventional way and the framing of certain scenes and pictures give different views than typical frames.

Content Standards:
This show connects well with an English unit to go with the book or a physical education unit on team sports/football.

CA English Language Arts Standard Grade 9/10
Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Generate relevant questions about readings on issues that can be researched.
2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.
2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.

CA Health Standard Grade 7/8
Standard 2: Analyzing Influences
2.1 M Analyze internal and external influences on mental, emotional, and social health.
2.2 M Analyze techniques that are used to pressure someone to engage in or be target of violent behavior.2.3.M Analyze the influence of culture on family values and practices.

Personal Response:
I truly believe this is one of the best shows to ever have been on television. It is a gripping, emotional drama that very accurately portrays high school life and a small town obsessed with football. The characters are complex and really make you think. They are relatable and the viewer will soon love them all. I have never used this show as part of my class but I could see it being excellent with high school students.



 

Life Is Beautiful

Life is Beautiful
Production Company: Cecchi Gori Group
Release Year: 1997

Summary:
This Italian film directed by Roberto Benigni is a story about the power of love and imagination set in the dark context of World War II Europe. At the center of this story is Guido, a unique individual with big dreams. With humor and joy Guido and his friend experience life in a Tuscan town in 1939, ignoring the anti-Semitism and growing fascism. Then Guido meets Dora and a fairy-tale romance ensues. The two have a child and in a tragic turn of events, the whole family winds up in a concentration camp. It is here Guido's never-ending positivity comes to light as he convinces his young son this is all a competition and they can win a tank at the end. An unforgettable tale about an amazing individual and the love he has for his family.

Qualitative Analysis:
This film could be categorized as Very Complex. As far as organization, the movie is mostly clear. The events occur chronologically although there is a big time jump that occurs near the middle of the movie. Its language features are fairly complex and quite a bit of figurative language is used through Guido's art of joke-telling. Most other vocabulary is familiar and conversational although the movie is in Italian so the viewer must be able to keep up with the subtitles. There are definitely multiple levels of meaning to the theme which is slowly revealed over the entire course of the film. There is a definite knowledge demand to understand what life was like in Europe during the Holocaust. The experiences portrayed are common to that time period and many of them are quite upsetting. The media-content is advanced as it is necessary for the viewer to actively analyze the message of the film throughout as well as pick up on many subtle details. As well, the media-literacy is advanced just on the basis of having a comedy about the Holocaust and what that implies for the viewer and how that can be best interpreted.

Content Standards:
This film connects well with an English unit on the Holocaust or a history unit on that same time period.

CA Social Science Standard Grade 10
10.8 Students analyze the causes and consequences of World War II.
a. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
b. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.
c. Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.

CA English Language Arts Standard Grade 8
2.3 Write research reports:
a. Define a thesis.
b.  Record important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize all perspectives on the topic, as appropriate.
c. Use a variety of primary and secondary sources and distinguish the nature and value of each.
d. Organize and display information on charts, maps, and graphs.

Personal Response:
This is a moving, excellent film that touches the viewer's heart and is not easily forgettable. It will definitely create a lasting impression on students. I have used this film numerous times partnered with the book "Night" by Eli Wiesel for 8th grade and the students are always very engaged. It is a fairly complex film so they have many questions but they like the movie and are drawn into it even though it is in Italian. This film really leads to great discussions and good written analysis.

The Great Debaters

The Great Debaters
Production Company: Harpo Productions
Release Year: 2007

Summary:
This film, directed by Denzel Washington, is based on a true story revolving around the events a 1930's debate team from Wiley College in Texas experiences. The debate team coach, Melvin Tolson, trains four young college students to be the best debaters possible in an effort to get a match against Harvard. Along the way, this debate team faces racism and various personal obstacles.

Qualitative Analysis:
This film could be categorized as Moderately Complex. As far as organization, the movie is very clear. The events occur chronologically although some connections between various events are subtle or implicit. Its language features are largely explicit and easy to understand however some of the debate specific vocabulary is fairly advanced. Most other vocabulary is familiar and conversational although some southern dialect is used. The theme is clear and consistent throughout the story. There is a slight knowledge demand to understand what life was like in the southern US during the 1930's. The experiences portrayed are common to that time period although many of them are quite upsetting. The media-content is slightly advanced as it is necessary for the viewer to actively analyze the message of the film throughout.

Content Standards:
This film connects well with en English unit on persuasion or a history unit on the United States.

CA Social Science Standard Grade 11
11.10 Students analyze the development of federal civil rights and voting rights.

a. Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.

b. Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.

CA English Language Arts Standard Grade 8
2.4 Write persuasive compositions:
a. Include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgment).
b. Present detailed evidence, examples, and reasoning to support arguments, differentiating between facts and opinion.
c. Provide details, reasons, and examples, arranging them

Personal Response:
This is a moving, excellent film that very accurately portrays the time period. I have used this film numerous times as part of my persuasion unit for 8th grade and the students are always very engaged. This film really leads to great discussions and good written analysis.