Media+Advocacy+Project+Day+1

= = =Day 1: =
 * Media Advocacy: **
 * Using the power of images, sound, video, and stories to make a difference! **

• Supportive facts/research • Find the root of your inspiration • Anecdotal stories
 * Persuasion: Convincing the public to support one-side rather than the other. How will you convince people to support your cause? **

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 * Create an Interactive Graphic Organizer using the link below... **


 * Brainstorm steps for Flip Cam Media Bystander Power Advocacy Production **
 * 1) On your Interactive Graphic Organizer (link below) brainstorm different causes that fit teen advocacy on Bystander Power on Bullying.
 * 2) Brainstorm on people to interview in your community, such as family, friends, colleagues, teachers, etc. using the flip cam. View the video below to help guide you on your journey to using your Flip Camera for interviewing.

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**Grading/Rubric **
Day 1 grade is the Interactive Graphic Organizer. Post link on your Profile Page (Subheading: Day 1 Media Advocacy Assignment). Grades will be posted within 24 hrs. that the Assignment is due.
 * *This assignment you will be given two days to complete. First day for PLANNING and Second day for INTERVIEWING. **

[] Exemplary || 2 Proficient || 1 Unsatisfactory ||
 * CATEGORY || 3
 * Arrangement of Concepts || Main concept easily identified; subconcepts branch appropriately from main idea || Main concept easily identified; most subconcepts branch from main idea. || Main concept not clearly identified; subconcepts don’t consistently branch from main idea. ||
 * Links and Linking Lines || Linking lines connect related terms/point in correct direction; linking words accurately describe relationship between concepts; hyperlinks effectively used || Most linking lines connect properly; most linking words accurately describe the relationship between concepts; most hyperlinks effectively used. || Linking lines not always pointing in correct direction; linking words don’t clarify relationships between concepts; hyperlinks don’t function or fail to enhance the topic. ||
 * Graphics || Graphics used appropriately; greatly enhance the topic and aid in comprehension; are clear, crisp and well situated on the page. || Graphics used appropriately most of the time; most graphics selected enhance the topic, are of good quality, and are situated in logical places on the page. || Graphics used inappropriately and excessively; graphics poorly selected and don’t enhance the topic; some graphics are blurry and ill-placed. ||
 * Content || Reflects essential information; is logically arranged; concepts succinctly presented; no misspellings or grammatical errors || Reflects most of the essential information; is generally logically arranged; concepts presented without too many excess words; fewer than three misspellings or grammatical errors. || Contains extraneous information; is not logically arranged; contains numerous spelling and grammatical errors. ||
 * Text || Easy to read/ appropriately sized; no more than three different fonts; amount of text is appropriate for intended audience; boldface used for emphasis. || Most text is easy to read; uses no more than four different fonts; amount of text generally fits intended audience. || Font too small to read easily; more than four different fonts used; text amount is excessive for intended audience. ||
 * Design || Clean design; high visual appeal; four or fewer symbol shapes; fits page without a lot of scrolling; color used effectively for emphasis. || Design is fairly clean, with a few exceptions; diagram has visual appeal; four or fewer symbol shapes; fits page well; uses color effectively most of time. || Cluttered design; low in visual appeal; requires a lot of scrolling to view entire diagram; choice of colors lacks visual appeal and impedes comprehension. ||