Hello, fellow reporters of Miss Toledos class!

Remember all the work weve been doing with The Lorax picture book and film adaptation?
Remember the research, annotations, organization, analysis; everything weve done so far with
this extensive, awesome project? WERE ALMOST DONE!
Just one more thing: Its time to share what weve learned with the world. But how?
Well, lets look at what we have so far:
- The Lorax takes two forms: picture book (1971) and film adaptation (2012).
- Picture book takes into account design elements such as color, language, point of view.
- With these elements, we see messages conveyed through color and illustration, wit and
complexity, and insight into character feelings: all for an original, genuine intent from
author Dr. Seuss.
- Film adaptation takes into account song, product placement, and casting.
- With these elements, we see repetitiveness to keep the songs in consumers minds,
product tie-ins for profit, and catching consumer attention with popular actors: all for a
consumer-based, capital-based director intent.
- After interrogating both texts, we find motivations on the directors part to interpellate
subjects into spending money and feeding into capitalist motivations.
Now, we just have one more question to examine: Did it work?
In order to find out if the messages were conveyed and received by the public, or if the
public was effectively blinded by the calculated moves of the directors, you will be asked to do
interviews of what the public liked better: picture book or film, and why.
You will be organizing and picking the most vital information you have gathered to report
in an original newscast, draft scripts, and act as reporters with subjects of the public to find out
the general consensus.
Afterwards, you will use iMovie to put everything together. iMovie is a wonderful application
that you all can learn the features of in order to convey your research in a fun, technologically
advanced, and innovative way. Instead of drafting a 20-page essay and reading it aloud to your
peers, iMovie offers a much more engaging element that will can also be used anytime your
future careers.
Split up into groups, and HAVE FUN WITH IT!

Assessment checklist:
___ Students continued ideas and principles concluded from class and
implemented them successfully into their broadcast.
___ Students selected the relevant research they collected for their
broadcast.
___ Students effectively partitioned resources and split up work evenly.
___ Students effectively used iMovie to share their findings with the class.
___ Students simulated their own, original news broadcast.
___ Students constructively critiqued the work of their peers.
___ Students were creative and engaging in their work.