ou MUST watch movie “Invasion of the Body Snatchers”You MUST watch movie “Invasion of the Body Snatchers”Read the “One Critical Bitch” blogpost on Visual Literacy and Active Movie Watching (link below)
This honest and no-nonsense blog provides some great advice and strategies for understanding visual literacy and how to actively watch movies. Read this blog carefully. Keep it handy when you prepare to watch the film this week. Many of the active viewing tasks assigned to you in this module will come directly from this blog. Use this link here to access the post: https://www.onecriticalbitch.com/blog/how-to-activ…
Watch Invasion of the Body Snatchers (DVD)
This is the film version of the Jack Finney novel by the same title. While it may seem outdated and even cheesy by today’s horror/thriller movie standards, watching it with a critical eye for its message and how the message is conveyed can make this movie downright creepy and disturbing. Here is where you’re going to put your visual literacy and active viewing skills to the test. Consider what you have read in the “One Critical Bitch” blog. NOTE: Be sure to read over the Journal prompt BEFORE you watch the movie. The prompt will give you specific instructions for what you need to do while you watch the movie.
Journal prompt：
Follow the active watching guidelines provided in the “One Critical Bitch” blog post. Use a notebook and track your responses. In the blog post, there is a list of “8 Ways to Actively Watch a Film.” Use the first six (6) in your written observations. Take specific notes on each. Several of these will require you to watch the film or at least several scenes more than once.
In your written response, share how each of the six (6) active watching techniques has changed the way you engage in visual literacy. Use specific reference to your observations of the assigned film. Complete your response by making a list of visual clues (dialogue, scenes, characters, plot points, setting, etc.) that gives some insight into how the film deals with the concept of fear and suspicion.
Guidelines for Response Journals:
Will be typed in a Word document
Will be 500 words minimum in length (add word count at end of journal)
Take some time to think about challenges you have communicating with other people. These difficulties may involve strangers and acquaintances, friends, family members, or people at school or work. You may identify situations that involve specific individuals or general circumstances. Some examples include having trouble starting a conversation with someone you have never met, saying “no” when your sister asks to borrow money, or participating in meetings, even when you have a question or contribution to the discussion.
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When you have completed your list, describe each “I can’t” behavior in detail (1-2 paragraphs each), and provide examples to illustrate why you included each behavior in this list.
“I can’t say no to a family member if he or she asks for my help.”
Unless I have a really good excuse, I can’t say no when a family member asks me to do something. Even though I often feel like I am being taken advantage of, I still feel obligated to help. Our family is very close and we do a lot of things for each other, but my family members tend to ask me to do the things that nobody else wants to do or is willing to do. It has become expected that I will do the things that others will not.
Last week, I used a vacation day and cancelled personal plans on two separate days to tend to family business. On Tuesday, I took my grandmother to the doctor for an outpatient surgical procedure because my mother had an important business meeting that day. On Saturday, I cancelled a dinner with old friends to look after my three-year-old niece so that my brother and sister-in-law could celebrate their anniversary.
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1B. What are your “I won’t” communication behaviors?
Now read your list of “I can’t” communication behaviors aloud and consider each one carefully. Go back and read each behavior aloud again, but this time, substitute the word “won’t” for “can’t.” (“I won’t ask my friends for favors when I need their help.”)
Be honest with yourself – were there behaviors on your list for which the word “won’t” seemed more accurate than the word “can’t?” Probably so, because there are very few communication behaviors which people are physically unable to do. “Won’t” suggests that an element of choice is involved.
Make a list of any statements that you revised to say, “I won’t,” and describe for each why it is more accurate than the original “I can’t” statements. Eliminate any “I won’t” statements from consideration for this project.
Now go back to your remaining “I can’t” communication behaviors and try substituting, “I don’t know how to” for the words “I can’t.” Instead of saying, “I can’t keep my staff focused on the discussion at hand during meetings,” try saying “I don’t know how to keep my staff focused on the discussion at hand during meetings.”
It is important that you do not take the phrase “I don’t know how to” too literally. You may find that you do know how to do some of the things on your list, but you don’t know how to change from your existing poor habit to an improved communication behavior.
“I don’t know how to say no to a family member when they ask for my help” might sound strange to some. Of course you know how, you just say “no.” In reality however, saying no may not be that easy, it may not be your habit, may not come naturally, and so forth. In addition, you may not recognize that there is a time for “yes” and a time for “no” and part of rectifying this communication behavior is establishing criteria by which you evaluate the appropriateness of saying yes or no given the circumstances. Then, you develop the necessary skills, language, and so forth to say no effectively.
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Make a list of any statements you revised to say, “I don’t know how to,” and describe for each why this is more accurate than the original “I can’t” statements. If there are any issues that you still feel belong on your “I can’t” list, include a narrative to describe why.
The “I don’t know how to” items on your list are the ones to consider for this project. These are the ones you can expect to change by taking this course. Select one of these problem areas to work on for the remainder of the course and for the purpose of this report. Describe your process for eliminating additional “I don’t know how to” items to narrow your list to the one issue that you finally selected for the project.
1D. Write a narrative describing how you eliminated those that remained in the “I don’t know how to” category to decide on the one issue you selected for your project.
1E. Write a clear statement of the communication behavior you will address with this project and the person or people who you will be communicating with for this project.For example: “I don’t know how to say no when my brother asks to borrow money.” It is critical that you will have interaction with this person or these people identified in 1E over the next eight weeks.
Please see the box below for a list of each section that is due for this report. Please put your name on your paper and label each section clearly.
Deliverables
Narrative Report for CCC Part 1:
In this report describe in detail how you chose this one communication problem area you intend to change. Use the process described above as a framework for this narrative and include in Part 1 of your report the following items:
1A. Your original list of “I can’t” behaviors, and a 1-2 paragraph description/example for each behavior.
1B. Your list of the behaviors that more accurately fit the “I won’t” category, along with a narrative describing why you feel they belong there instead.
1C. Your list of issues that more accurately fit the “I don’t know how to” category, along with a narrative describing why you feel they belong there instead. If applicable, describe why you left certain issues in the “I can’t” category.
1D. A narrative describing how you eliminated those that remained in the “I don’t know how to” category to decide on the one issue you selected for your project.
1E. A clear statement of the communication behavior you will address with this project. For example: “I don’t know how to say no when my brother asks to borrow money.”
Week 1: Project Part 1
Week 1: Project Part 1
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome 1A
7.0 pts Paper addresses all aspects the question in a narrative paragraph.
6.0 pts Paper addresses most aspects of the question in a narrative paragraph.
5.0 pts Paper addresses some aspects of the question in a narrative paragraph.
3.5 pts Paper addresses few aspects of the question in a narrative paragraph.
0.0pts No effort
7.0 pts
This criterion is linked to a Learning Outcome 1B
7.0 pts Paper addresses all aspects the question in a narrative paragraph.
6.0 pts Paper addresses most aspects of the question in a narrative paragraph.
5.0 pts Paper addresses some aspects of the question in a narrative paragraph.
3.5 pts Paper addresses few aspects of the question in a narrative paragraph.
0.0pts No effort
7.0 pts
This criterion is linked to a Learning Outcome 1C
7.0 pts Paper addresses all aspects the question in a narrative paragraph.
6.0 pts Paper addresses most aspects of the question in a narrative paragraph.
5.0 pts Paper addresses some aspects of the question in a narrative paragraph.
3.5 pts Paper addresses few aspects of the question in a narrative paragraph.
0.0pts No effort
7.0 pts
This criterion is linked to a Learning Outcome 1D
7.0 pts Paper addresses all aspects the question in a narrative paragraph.
6.0 pts Paper addresses most aspects of the question in a narrative paragraph.
5.0 pts Paper addresses some aspects of the question in a narrative paragraph.
3.5 pts Paper addresses few aspects of the question in a narrative paragraph.
0.0pts No effort
7.0 pts
This criterion is linked to a Learning Outcome 1E
7.0 pts There is a clear, concise single sentence communication behavior.
6.0 pts There is a communication behavior but it may be unclear or wordy.
5.0 pts There is a communication behavior identified but it is not actionable.
3.5 pts The communication behavior is not written in sentence form and provides no action for the project.
0.0pts No effort
7.0 pts
This criterion is linked to a Learning Outcome Writing
5.0 pts Throughout the whole work, the writing · actively engages with the topic · is free of major errors in grammar, spelling, and punctuation · demonstrates strong word choice and sentence variety
4.0 pts Throughout most of the work, the writing · actively engages with the topic · is free of major errors in grammar, spelling, and punctuation · demonstrates strong word choice and sentence variety
3.0 pts Throughout some of the work, the writing · actively engages with the topic · is free of major errors in grammar, spelling, and punctuation · demonstrates strong word choice and sentence variety
2.0 pts Throughout little of the work, the writing · actively engages with the topic · is free of major errors in grammar, spelling, and punctuation · demonstrates strong word choice and sentence variety
Below is a list of possible first-grade topics for a unit on transportation. Without gathering specific materials, develop a hypothetical activity sequence for these topics.
Provide a variety of activities for each topic that assists children in understanding the “Topics List.”
Your original post (thread) to the Discussion Board Forum question posed should be 400–500 words. This parameter helps to promote writing that is both thorough and yet concise enough to permit other candidates to read all the posts. Appropriate references should be made in APA format. First person is allowed in your posts.
