Lesson Plan Template
Classroom-Library Collaborative Lesson Plan Template
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| Planning Strategy One: Activating or Building Background KnowledgeMaking Text-to self, Text-to-Text, and Text-to-World Connections 3.3 Summary Graphic OrganizerExit Ticket: 3.1 Exit SlipStrategy Two: Using Sensory ImagesSensory Imagery Literacy Engagement: Descriptions of what they see, what they hear and how an ad makes them feel. (Watching commercials, using print ads) 4.3 Category WebStrategy Three: QuestioningStrategy Four: Making Predictions and Drawing Inferences 6.2 Category Matrix Students will be asked to look at an ad and make inferences on the subtext that is apparent in a message and explain their reasoning for making the inference. Students will also need to differentiate between fact and opinion. 6.3 ChecklistStrategy Five: Determining Main Ideas Strategy Seven: Synthesizing· Reading Development Level Grades 5-9 Research-based Instructional Strategies Which research-based instructional strategies have you used in your teaching? Name them.Setting ObjectivesReinforcing Effort/Providing RecognitionCooperative LearningCues, Questions & Advance OrganizersNonlinguistic Representations Identifying Similarities and DifferencesDirect InstructionScaffolding InstructionProvide opportunities for student practiceIndividualized InstructionDeveloping high expectations for each studentProviding clear and effective learning feedbackTeacher clarity (learning goals, expectations, content delivery, assessment results, etc.)Setting goals or objectives Consistent, ‘low-threat’ assessmentHigher-level questioningFormative and Summative AssessmentProvide ModelsGuide Student PracticePresent new materials in small steps with student practice at each step Lesson Length 15-22 Class Sessions in total Purpose Students will learn to consume media with a critical eye Objectives At the end of the unit, students will be able to:
Websites (including pathfinders) Day 1 https://study.com/academy/lesson/facts-vs-opinions-examples-games-activities.html https://www.literacyideas.com/teaching-fact-and-opinion https://www.weareteachers.com/the-teacher-report-teaching-fact-vs-opinion-at-every-grade-level-2/ https://minds-in-bloom.com/ten-ideas-for-teaching-fact-and-opinion/ Day 3 Food Ad Tricks: Helping Kids Understand Food Ads on TV https://www.youtube.com/watch?v=fUjz_eiIX8k Tricks Advertisers Use To Make Food Look Delicious! DIY Food Photo Hacks and More https://www.youtube.com/watch?v=MflT0I7ZPCs 29 COMMERCIAL TRICKS WE ALWAYS BELIEVED https://www.youtube.com/watch?v=gQzcno9r1OQ Superhuman Tape Measure Skills DEBUNK https://www.youtube.com/watch?v=rsXQInxxzBU&t=584s Skiing Ostriches DEBUNK (Featuring the YouTube Algorithm) https://www.youtube.com/watch?v=H_slT5YpBok Day 6 http://www.readwritethink.org/files/resources/lesson_images/lesson1166/WebResources.html Video: The Art of Rhetoric. http://www.readwritethink.org/videos/rhetoric/video-61.html Don't Buy It: What's In the Shopping Bag?: This PBS Kids page shows students how advertisers make their products seem more attractive. pbskids.org/dontbuyit/buyingsmart/shoppingbag_1.html Don't Buy It: Advertising Tricks: This PBS Kids page shows students how advertisers make food look more attractive in commercials. pbskids.org/dontbuyit/advertisingtricks/foodadtricks.html Self Regulatory Programs for Children's Advertising: This article provides regulations on advertisements made to children under the age of 12. www.caru.org/guidelines/guidelines.pdf Additional Resources Example of a commercial that uses emotions to sell life insurance. https://www.youtube.com/watch?v=K9vFWA1rnWc Example of McDonald’s using emotions https://www.youtube.com/watch?v=OtWRCIkFl00&index=4&list=PL0e0Dtg-RCigwUpy-AOR7r5pTH31Bc2D-
Food Commercials: Tricks used to make food look good in commercials https://www.youtube.com/watch?v=fUjz_eiIX8k&list=PL0e0Dtg-RCigwUpy-AOR7r5pTH31Bc2D- Food Advertising Manipulations https://www.youtube.com/watch?v=Nte2Yt71ZQs Commercials vs. Reality McDonalds https://www.youtube.com/watch?v=zx1IvvLuuEI
10 Ways Advertisers Trick You https://www.youtube.com/watch?v=MlSyk27fHSw
Puffery- Advertisement for Dominos slamming Papa Johns https://www.youtube.com/watch?v=Ttde_4Eu6gU
Dove: Evolution of Beauty Commercial. Demonstrates the power of photoshop https://www.youtube.com/watch?v=hibyAJOSW8U&list=PL0e0Dtg-RCigwUpy-AOR7r5pTH31Bc2D-&index=5
Lawsuits for False Advertising https://www.youtube.com/watch?v=c_jxNQUU4f0
Deception in Advertising https://www.youtube.com/watch?v=uvmrySfJxhY
News segment about advertising scams https://www.youtube.com/watch?v=CuhNa66-BPk 20/20 Story https://www.youtube.com/watch?v=IH_ltMCihyE
Celebrity Photoshop https://www.youtube.com/watch?v=2NsHgAmtk00 Collaboration Shared presentations, 2 different perspectives of media messages depending on different backgrounds. I think it would be interesting in showing how 2 different people interpret something based on their backgrounds.t In addition, there will be many “talk and turn” moments in the lesson plan. With two or more educators, there is more opportunity for the teachers to wander the room and to listen in on different conversations to check for comprehension.· AssessmentExit Ticket 1Exit Ticket 2Commercial Analysis AssessmentGroup Self Evaluation Standards (from MI or other state standards)Reading and/or writing Reading Literature and/or Information RL/RI X.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL/RI.X.2. Determine the central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RL/RI.X.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL/RI.X.6. Assess how point of view or purpose shapes the content and style of a text. Writing: Range of Writing RL/RI.X.7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. RL/RI.X.8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Writing W.X.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating an understanding of the subject under investigation. W.X.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. W.X.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.X.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Language: Knowledge of Language L.X.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Listening and speaking Speaking and Listening SL.X.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. SL.X.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.X.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL.X.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Other content areas Educational technology ISTE Standards for Students 3. Knowledge Constructor- Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. 3b. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. 3d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. 7. Global Collaborator- Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. 7d. Students explore local and global issues and use collaborative technologies to work with others to investigate solutions. Information Literacy ( or AASL Shared Foundation) AASL Standards: Shared Foundation : INQUIRE. Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems. 1.A Domain/Competency: THINKLearners display curiosity and initiative by: 1.A.2. Recalling prior and background knowledge as context for new meaning 1.B Domain/Competency: CREATELearners engage with new knowledge by following a process that includes: 1.B.1. Using evidence to investigate questions. 1.B.3. Generating products that illustrate learning. 1.D Domain/Competency: GROWLearners participate in an ongoing inquiry-based process by: 1.D.1. Continually seeking knowledge. 1.D.2. Engaging in sustained inquiry. 1.D.3. Enacting new understanding through real-world connections. Shared Foundation : INCLUDE. Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community. 2.A Domain/Competency: THINKLearners contribute a balanced perspective when participating in a learning community by: 2.A.2. Adopting a discerning stance toward points of view and opinions expressed in information resources and learning products. 2.C Domain/Competency: SHARELearners exhibit empathy with and tolerance for diverse ideas by: 2.C.2. Contributing to discussions in which multiple viewpoints on a topic are expressed. 2.D Domain/Competency: GROWLearners demonstrate empathy and equity in knowledge building within the global learning community by: 2.D.2. Demonstrating interest in other perspectives during learning activities. Shared Foundation : COLLABORATE. Work effectively with others to broaden perspectives and work toward common goals.3.C Domain/Competency: SHARELearners work productively with others to solve problems by: 3.C.2. Involving diverse perspectives in their own inquiry processes. 3.D Domain/Competency: GROWLearners actively participate with others in learning situations by: 3.D.1. Actively contributing to group discussions. 3.D.2. Recognizing learning as a social responsibility. Shared Foundation : CURATE. Make meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance. 4.B. Domain/Competency: CREATELearners gather information appropriate to the task by: 4.B.3. Systematically questioning and assessing the validity and accuracy of information. Shared Foundation : EXPLORE. Discover and innovate in a growth mindset developed through experience and reflection. 5.A. Domain/Competency: THINKLearners develop and satisfy personal curiosity by: 5.A.2. Reflecting and questioning assumptions and possible misconceptions. Shared Foundation : ENGAGE. Demonstrate safe, legal, and ethical creating and sharing of knowledge products independently while engaging in a community of practice and an interconnected world. 6.A. Domain/Competency: THINKLearners follow ethical and legal guidelines for gathering and using information by: 6.A.3. Evaluating information for accuracy, validity, social and cultural context, and appropriateness for need. Implementation Process Students will buy into the idea of media manipulation when they view ads that represent and often misrepresent familiar products. By drawing on their personal experience and asking them to consider how much truth exists in the ads we view, students will buy in to the sharing of experiences that refute the claims the ads make. Motivation Students will be drawn into the unit by focusing first on their favorite topic...themselves! First by asking students about their own media consumption, their favorite media, and why they enjoy that media. The topic is on something they love (media) with open-ended, and nonjudgmental acceptance of the media they prefer. This will also help with building relationships with students and trust-building for later in the unit. When students start learning the “tricks” that advertisers use to draw them in, they will become interested in looking at the ads around them. The effort will be given to use ads that they are familiar with and have seen before.At the beginning of the unit, the novelty of watching commercials in class and discussing them with the same rigor that we discussed classics such as ‘“The Tell-Tale Heart” will be motivation. The inherent multimedia built into the unit will be engaging. When the lesson moves past basic advertising techniques to look at how the techniques are used to reinforce gender stereotypes I believe that Middle Schoolers will be highly engaged. This is a very vocal generation of gender and stereotypes. This will lead to the more sensitive topic of cultural stereotypes in advertisements and then perhaps lead to the portrayal and confirmation of the stereotypes in other media. Student-friendly objectives The objectives are the 5 core concepts of media literacy as defined by the Center for Media Literacy. These will be explicitly taught to the students. 1. All messages are “constructed.” In other words: Someone makes up the TV shows, newspapers, websites and movies that you see, and the video and computer games you play.
Directions: You are to review a series of print advertisements and commercials. Which techniques are used to persuade you, the consumer, to buy into the product. Check off which technique applies to your advertisement. Then rate the ad on a scale of 1 to 5 and explain your rating. 5 = Great ad! Makes me want to buy the product! 4=Good ad! Sparked my interest in the product! 3=Okay, ad. Ad was interesting but I am not interested in the product. 2=Bad ad. Ad wasn’t interesting and I am not interested in the product. 1= Horrible ad! Ad made me want to change the channel Example: Name of Advertisement: ___________________________________________________ Logo/Slogan ___ Bandwagon ___ Be a Hero ___ Beautiful People ___ Bribery___ Cartoon ___ Celebrity ___ Emotional ___ Fear ___ Good Mom___ Health Nut ___ Humor ___ Hyperbole/Puffery ___ Name-Calling ___ Ohh, Pretty!___ Patriotism ___ Problem Solver ___ Repetition ___ Scale ___ Sci. Evidence___ Sex Sells ___ Urgency ___ Testimonials ___ Warm & Fuzzy ___ Weasel WordRate the Ad: Great 5 4 3 2 1 Horrible Why did you rate the ad the way you did? 1. Name of Advertisement: __________________________________________________________________________________________________________________________________________ Logo/Slogan ___ Bandwagon ___ Be a Hero ___ Beautiful People ___ Bribery___ Cartoon ___ Celebrity ___ Emotional ___ Fear ___ Good Mom___ Health Nut ___ Humor ___ Hyperbole/Puffery ___ Name Calling ___ Ohh, Pretty!___ Patriotism ___ Problem Solver ___ Repetition ___ Scale ___ Sci. Evidence___ Sex Sells ___ Urgency ___ Testimonials ___ Warm & Fuzzy ___ Weasel Word Rate the Ad: Great 5 4 3 2 1 Horrible Why did you rate the ad the way you did? Student practice procedure Students will work in groups to practice the skills they have learned. Guided practice Working together with teachers and peers, students will practice their learned skills and share outcomes with one another.ClosureAs a class, students will watch SuperBowl commercials. Each group will pick a commercial to analyze. This analysis will be the culminating activity of this unit. Using the Commercial Analysis Form they will look at the commercial using the skills they learned in this unit. Reflection Reflection is present throughout the entire unit. Students are continually being asked to reflect on their opinions, actions, and choices. In understanding how advertising works, they are often asked about their own preferences for ads. If they know what techniques work best on themselves, they are better able to become an informed consumer. When they are forced to reflect on their own biases they are better able to recognize that everyone has a bias that will be present in all that we create.· Extensions Students will have an opportunity to view additional examples of print ads and ‘additional examples of manipulations employed in education that will further their understanding of how pervasive media manipulation is.: The hard part is trying to keep this lesson small! There are so many extension activities to apply in media literacy lessons. An extension could be focusing on a specific advertising marked. One example is exploring the topic of Prescription Drug advertisements. How are they marketed? What techniques are used? How are different types of medical needs advertised? Moreillon, Judi. Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact. Chicago: ALA, 2013. Print.Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA, 2012. Print. |