Cultural Analysis Project

Your group of 4 will evaluate one of the following films or shows. Only two groups throughout the entire day may work with a piece. First come. First Served! Please sign up on the backboard. Also, please select a film or show that represents your household values and use appropriate clips during presentation. Ms. Vecchiola is a G-rated; sometime PG rated room. No cursing or no inappropriate language should be said or shown.

Film / TV Shows (focus on a specific episode for SOAPS analysis)
Gravity / Modern Family
The Blindside / Big Bang Theory
Legally Blonde / 24
Hunger Games / Top Chef
Truman Show / Nashville
She’s the Man / Sofia the First (Disney)
Sydney White / Once Upon a Time
Frozen / The Voice
How to Lose a Guy in 10 Days / House
Ever After / The Walking Dead
Juno / Suits
Clueless / Friends
Mulan / Family Guy
Sharknado (TV Film) / How I Met Your Mother
Back to the Future I / Glee
Pretty in Pink / Pretty Little Liars
Star Wars (1977) / Under the Dome
Karate Kid (the original) / Love it or List it
Hancock / The Cosby Show
10 Things I Hate About You / Full House
Forrest Gump / Dora the Explorer
The Dark Knight / Simpsons
Rocky / The Office
Rambo
Goonies
Hitchhiker’s Guide to the Galaxy
In Time
Shrek
The Incredibles
Grease
High School Musical
Mrs. Doubtfire

Complete a visual presentation that runs between 8-10 minutes. Your group will be assigned a specific day next week to deliver the presentation. Work together to collaborate on your topic.

The presentation should include the following information:

SOAPS: Each category should get its own slide. Present a form of evidence for each decision. You may use quotations or video clips.

Discuss the main rhetorical strategy: example, compare and contrast, definition, cause and effect, process, analysis, and classification. Why does this work for the film? Why might the director have chosen this tactic? (Refer to page 126 in your 5 Steps to a 5 book).

When did the director shift to a different rhetorical strategy to emphasize a point, characterization, or concept? Discuss.

Answer the following analytical questions considering the context aka occasion of the release of the film/show:

  • Does the art form reflect stereotypes or does it offer a new perspective? Explain.
  • What does the piece tell us about human nature and cultural interests?
  • Have we lost values or gained values from this show? Support.
  • Do commercial interests control what is offered to the public, or does the public ultimately have its own say?
  • Why does or did this show make its mark in its time period?

Summer Reading Presentation Rubric

Content

A / Students have a keen understanding of the cultural concepts of this show and how the writers have used modes successfully. The presentation is interesting, thoughtful and professional. Students have paid attention to small detail and use solid, clear evidence to prove their points. The presentation is clear and uses grammar properly. These go above and beyond to truly grasp the purpose of the show and the reason for using the modes. SOAPs shows depth, looking for multiple points or concepts.
B / Students move beyond basics to understand more of the subtleties of the episode or film. The students put together a professional presentation and demonstrate awareness of how the modes enhance the piece. Students see the cultural implications of the text. They use clear support to prove the point. The presentation is clear and uses grammar properly.
C / Students have completed all requirements of the presentation and they clearly see the concepts in the piece selected. The presentation is somewhat professional, but lacks full development or explanation. Students could provide further support or analysis. Analysis is basic or superficial.
Students may understand part of SOAPs, but they do not understand all of the categories.
This may mean that students see only one overall point in the episode, but fail to see the underlying purpose or reasons for construction or the content.
D / Students have completed most of the assignment; however, the presentation lacks elements. The students have missed the point of the piece and/or lack evidence to prove the point.
F / Students have less than 50% of the project.