Jesse
Gaudette
Media
Literacy
Final
Unit Overview
July 15,
2005
Source: http://www.acmevermont.org/justdoit.doc
Unit
Overview:
Media education is becoming more and more important in our society. Young
people are exposed to more media then ever before. However, much of the media
young people see is unsafe and harmful to them. Many of them spend hours
watching television each night, as well as countlessly Instant Messaging their
friends. Young people represent the future of our country, and the next
generation. Therefore, it is our responsibility to make this young generation
“media savvy”.
At the end of the unit I would like my students
to have develop media literacy strategies. Firstly, I would like the students to
have a good understanding of the persuasive strategies advertising companies use
to sell products. The students will learn to critically analyze media they see
and hear. Secondly, the students will learn about the interconnectedness of
international media companies. They will research well known companies to
understand their holdings and interests across a multi-media scope. Finally,
students will become involved in the media education process through their media
creations. I would really like students to become civically involved in the
media education process. By the end of the unit they will have developed a
critical lens with which to view media. They will learn the positive and
negative aspects of our media culture, and learn their place in the
“digital” world.
Students will participate in a number of
activities. This unit will feature a great number of media examples, so the
students will be interested in the material. They will learn the persuasive
techniques of advertising through direct research, and report to the class.
Small group will provide examples for their classmates until the class have
covered each of the techniques. Then, the students will critically analyze media
on their own. They will watch a piece of media (from ChannelOne.com or other
sources), and write a one page analysis of the piece. For the culminating
project the students will be asked to create their own media piece. All
throughout the unit they will have discussed how to become civically involved in
media literacy, and their media project will represent their desire to become
involved. In so doing, the students will become more active citizens of their
communities, as well as educating themselves and others about media literacy.
Just
Do It
An
Investigation of Advertising and Media
An
Eighth Grade Unit Plan
By
Jesse
Gaudette
July
31, 2005
Unit
Rationale:
Students are exposed to more and more media
everyday. Many of them have grown up without cable TV, a VCR or DVD player, CD
players, and the Internet. The world lies at the touch of a button for them, but
many of them do not understand media. Young people are one of the largest
consumer groups in this country, and many of them are not aware of the
techniques used in advertising. It is my goal in this unit to provide the
students with the awareness to realize the techniques and strategies of the
media industry. In fact, I would like the students to begin to question all of
their media practices. Once they are educated about the media they will begin to
question their and their friends habits and practices with media and
consumerism.
I do not think it is realistic in our society to teach a social studies course without covering the media. We rely on the media for so many things in our society, but we do not often understand it. As a social studies teacher I am constantly relying on the media to provide me and my students with the news on a daily basis. Many times we accept what we read at face value, and simply take it as truth. However, experience tells us there is always more to the story. I will not have all the answers for my students, but I want them to learn to question what they hear. A good historian backs up his opinion with numerous sources, and my students need to learn the media is no different. In today’s world truth is a relative term, and my students need to realize that. However, I do not mean to present the media in a pessimistic light. The media has provided our world with numerous advances and conveniences we never knew. With so many bad things about the media it is so easy to overlook the good things media can bring. I would like, however, to provide my students with the critical thinking skills to make that decision for themselves.
Lesson 1
Rationale:
This lesson will introduce the students to the
idea of media literacy. The students will discuss the final project for the
unit, and their prior knowledge of media. The teacher will record their
questions and concerns about media on a KWL sheet, which the students will be
able to add to at any point. The students will also view The Merchants of
Cool, which they will be asked to reflect upon. The students will begin to
understand the process of dissecting advertisements and media to see the ‘true
meaning’ behind it. This lesson is essential for the completion of the final
project.
Essential
Question:
Why is it important to understand the message
behind a piece of media?
Focusing
Questions:
What do we already know about media and
advertising?
What
is the motivation for advertising?
What is the purpose of advertising to young
people?
Vermont
Standards:
2.7 Students respond to new information
by reflecting
5.7 Students respond as members of an
audience
Time:
2 :40 minute classes
Resources/Materials:
KWL poster sheet
Video: The Merchants of Cool
Student journal for reflection
TV/DVD player
Critical thinking question sheet
Procedure:
Introduction:
The teacher will begin the lesson by
introducing the students to their new unit of study. This will give the teacher
an opportunity to outline the entire unit, so the students will be aware of the
final project. At this time the teacher will pass out a journal notebook to each
student. The notebook will travel to class with the student, as they will be
asked to regularly write and reflect in it. At the beginning of the class the
teacher will write the word ‘Media’ on the board. The students will be asked
to write some notes in their journal as to what they think that means. Together,
the class will construct a working definition of media, which can be applied to
the current state of media literacy.
Lesson:
First, the students will have a few minutes to
create a working definition of the word Media. The students will have five
minutes to write in their journals, and then they will brainstorm together as a
class. When they have come to an agreement the teacher will write the definition
on a corner of the board. Then, the teacher will tape a piece of poster board on
the front of the room. The students will then brainstorm all the things they
know about media and advertising techniques. This will call upon their prior
knowledge, and give the teacher a chance to assess their previous understanding
of the topic. The students will use
their definition of media to assist them as they brainstorm together as a class.
Then, after the class has filled in the ‘K’ column of the KWL chart, they
will begin to fill in the ‘W’ column. The teacher will present the class
with a verbal definition of media literacy. Then, the students will have several
minutes to write in their notebooks to generate questions they would like to
know about media, advertisings, and media literacy. When they have generated a
few questions the teacher will begin to fill in the ‘W’ column of the KWL
chart. The students will use the definition of media literacy to assist them as
they begin to critically question the media. After the teacher has sufficiently
filled in several media question he will present the class with their first
piece of media for the unit. The teacher will present the video, The
Merchants of Cool. As the students begin to watch the video the teacher will
pass out a questions sheet to each student. At regular intervals the students
will be asked to respond to questions on the sheet. The teacher will stop the
video, and give the student a few minutes to respond in their journals. The
teacher will also stop the video as a chance to process and reflect on the
information the students are viewing. The viewing of the video will take more
than one class period. When the video is over the teacher will give the students
an opportunity to finish responding to their critical thinking questions. Then
the teacher will lead the class in a discussion about the video. The students
will respond based upon their prior knowledge and concerns about media. The
class will also refer to the ’W’ column on the KWL to see if the video may
have answered any of the classes questions. At the end of the class period the
teacher will collect the reflection journal from each student. Then, to close
the teacher will discuss printed advertisement. He will outline the next lesson,
and require each student to bring in a printed advertisement from the favorite
magazine, newspaper, etc.
Expectations:
Each student is expected to actively take part
in the classroom discussions. The students will respond to critical questions as
members of an audience, and respond to new information be reflecting on their
personal experiences.
Accommodations:
Although this lesson features a great deal of
writing, I think it is accessible to every student. The students will not be
assessed on their writing ability, but their critical thinking and questioning
abilities. Whenever the teacher gives the students a few minutes to complete a
question or two he will have a chance to circulate through the classroom to help
students who may need assistance.
Homework:
For homework the students will be required to
bring in a printed advertisement from a newspaper or magazine. This should take
the student less than ½ hour.
Closure
and Connections:
At the end of the lesson the teacher will
discuss the next lesson. The students will be analyzing print advertisements the
students are exposed to. This ties in very nicely to the Merchants of Cool video,
and the students should be excited about the homework assignment. To give them
some hints the teacher will ask the students what magazines they read, and where
they could find an advertisement to cut out.
Assessment:
The outcome of the lesson with be a critical
response in their media journals. Each student will respond to four critical
thinking questions involving the video they viewed in class. Students will show
they can call upon their prior knowledge, and also respond to new information
from the video. To measure their performance the teacher will assess each
student individually using the anecdotal notes process. The students will
receive their journal back by the next class period.
Context:
This lesson will lay the important ground work
for the remainder of the unit. The students have been exposed to the idea of
media literacy, and worked to generate a prior knowledge column, as well as a
questions (want to know) column. The class will frequently refer to these as the
unit progresses. The students have also been exposed to a very powerful video in
The Merchants of Cool. This video will provide them with the knowledge
about advertising they will need for the remainder of the unit.
Lesson 2
Rationale:
Now the students have been expose to The
Merchants of Cool they will have some idea of the advertising money spent trying
to get them to buy products. In this lesson they will be learning to critically
analyze a printed advertisement, so they can pull out the real meaning of the
advertisement.
Essential
Question:
How can understanding the motivations behind a
media message (advertisement) help us to understand the techniques used in the
process?
Focusing
Questions:
What is the motivation behind the
advertisement?
What are the common techniques used to attract
people?
What are they not telling us about their
product?
Vermont
Standards:
2.6 Students will apply their prior
knowledge, curiosity and creativity to analyze a printed advertisement
5.14 Students will evaluate the intents
and effects of a media message.
Time:
1 :40 minute class period.
Resources/Materials:
Extra magazines for student use
KWL poster sheet
Student media journals
5 Questions to Ask about Media Message sheet
Common Construction Techniques sheet
Image projector
Procedure:
Introduction:
Students now have a basic familiarity with
advertising strategies and practices. Many of these students are targeted by
advertising companies to buy products. This lesson will provide students with a
critical lens with which to view printed advertisements. First, the students
will learn the critical strategies to analyze advertisements, and then they will
analyze the printed advertisement they have brought to class with them.
Lesson:
To begin the lesson the teacher will hand out
the student journals to the students. The teacher will give the students a
chance to read his comments, and make any changes to the previous day’s entry.
Then, the teacher will write a new question on the board for the students to
respond to: What do you remember most about the Merchants of Cool video?
The students will have several minutes to write in their journals, and then the
teacher will ask students to volunteer their answers. Each student will be asked
to provide the class with their answer. This will allow the student to recollect
some of the images they may have forgotten from the video they have just seen.
After the students briefly reflect upon the video the teacher will pass out two
sheets to the students (common techniques sheet, and 5 questions to ask about
media sheet). The students and the teacher will briefly go over the sheets
together, so the students understand what is being asked. Then, the teacher will
put an advertisement image up on the board using the image projector. As a class
the teacher will model the process of analyzing the advertisement using the 5
questions sheet. Then, the teacher will present the class with another
advertisement, but the students will be asked to verbally analyze the
advertisement they are seeing. When the students have gone through the process a
few times the teacher will break the class into groups of three (by counting
off). Each group with work together to analyze the advertisements they have
brought into class. The teacher will provide a stack of magazines for any
student who did not come to class with a magazine advertisement. Every student
will need to share their advertisement with the group. Each student will also
answer the five questions in their media journal of their specific
advertisement. They can use their group members to assist them in any way
possible. The groups will work together to analyze each of the ads they have.
Then, each group will be asked to report on any common techniques they noticed
with their advertisements. If they see no similarities the students will account
the differences in the advertisements. As they present to the rest of the class
the teacher will record the common techniques on the board. When all of the
groups have presented their advertisements to the class the teacher will review
all of the techniques used in the advertisements. To close the lesson the
students will be asked to respond in their media journals. The teacher will pose
the questions: Do you feel differently about advertisements and the media?
What has changed? Why? When the students have completed their writing the
teacher will collect their journals at the end of class.
Expectations:
The students will be expected to work as a
member of a small group, and actively participate in all of the activities. The
students will also be asked to critical respond to a piece of media
(advertisement) in the media journal. The students will also be asked to call
upon their prior knowledge of media and advertisements to analyze what has
changed in their perspective.
Accommodations:
This lesson will give the students an
opportunity to work together. Although the process of group selection is nearly
random the students should complement each other fairly well. As the students
are working in their groups the teacher will have the opportunity to circulate
to assist the student who may need assistance. The teacher will also provide a
stack of magazines for students who do not have access to magazine or newspaper
advertisements.
Homework:
The students will be asked to find another
advertisement. They will be asked to analyze the advertisement on their own for
homework. The students will answer the five questions provided on the sheet.
They will use complete thoughts and sentences to demonstrate their knowledge.
The assignment should take the students ½ an hour.
Closure
and Connections:
At the end of the class the students will
respond to their ever-changing thoughts of media literacy. The students will
have a chance to write their ongoing questions or concerns in their student
journals. The teacher will also refer back to the KWL chart to see what
questions this process may have answered for the students. Also, if the students
have any new questions the teacher will add them to the list. At the very end of
the class the teacher will assign the students with the night’s homework
assignment.
Assessment:
The students will be asked to critically
respond to a piece of media. In their media journals the students will answer
the five questions regarding a media message. The students will be responsible
for reporting their findings to their class, and ultimately to the large group.
The students will also be asked to call upon their prior knowledge to pose any
new questions or concerns they may have about media and media literacy.
The students will be assessed using the
anecdotal notes form for their prior knowledge. The teacher will use a checklist
to ensure the students appropriately responded to the media in question. At the
end of the lesson the students will hand in their media journals, and the
teacher will grade them and hand them back at the beginning of the next lesson.
Context:
The students have now begun to critically
analyze media messages. They are continuing to accomplish their ‘critical
lens’ of media education. This lesson has prepared them for further
examinations of media and media messages. Throughout the remainder of the lesson
the students will be asked to call upon the knowledge and strategies of this
lesson.
Lesson 3
Rationale:
The students will begin to expand their
knowledge of media and media literacy. They have investigated and examined
printed media (advertising), and now they will begin to examine radio
advertising media. In order to effectively analyze spoken media the students
will begin to examine the persuasive techniques provided by the ACME website.
The students will learn the strategies, and they will use them in a “radio”
advertisement they will perform for the class.
Essential
Question:
How can understanding the Persuasive Techniques
assist us to better understand advertisements, and the power the have over the
public?
Focusing
Questions:
What are the persuasive techniques companies
use to advertise their products?
How are radio advertisements different than
printed or TV ads?
Vermont
Standards:
6.3e Students will begin to identify new
knowledge, and recognize the credibility of media messages.
1.15 Students will use their verbal
skills to express themselves effectively.
Time:
2 :40
minute classes
Resources/Materials:
Persuasive Techniques sheet
Student media journals
KWL poster sheet
Examples of Radio Advertisements
A tape/CD player
Procedure:
Introduction:
The students have continued to have a nice
grasp of the media literacy material. In this lesson they will further expand
their knowledge of advertising, and the techniques used to sell a product. The
students will review the Persuasive Techniques, and present them to their
classmates for greater understanding. The students will also be responsible for
presenting a “radio” advertisement that uses as many Persuasive Techniques
as possible. This lesson will serve to further the student’s understanding of
the information we have been studying.
Lesson:
First, the teacher will pass back the student
media journals. The students will have a chance to read over the teacher’s
comments, and respond if needed. While the students are looking over their notes
and comments from the teacher the teacher will collect the homework assignment
from the last lesson. To start the lesson the teacher will pass out the
Persuasive Techniques sheet to the students. Each student will read aloud one or
more technique to the group, and the teacher will discuss/explain as the class
examines the list. Then, the teacher will break the class up into groups of
three (counting off). Each group will be asked to present a “radio”
advertisement no longer then sixty seconds in length. Firstly, however, the
teacher will play several radio advertisements as an example to the students.
Each group will need to use as many Persuasive Techniques as possible. The
students will have the remainder of the first class period, and most of the
second class period to prepare their presentation for the class. During this
time the teacher will circulate through the groups to answer any questions as
needed. Near the end of the second class period the groups will be asked to
present their radio advertisements to the class. The teacher will turns out the
lights, close the shades, and have all the students close their eyes. It is
important to emphasize the effect of radio for the classroom. The teacher will
time each group to ensure they do not exceed the sixty second limit. After each
group has gone the teacher will lead the class in a brief discussion about the
techniques the group may have used. The teacher will keep a running total on the
board of the group with the highest number of techniques used. At the end of the
lesson the teacher will provide the students will an assignment for reflection.
The students will need to copy: Where do you see Persuasive Techniques in
your everyday life? How are they effectively used? Do you think if an ad has a
persuasive technique that it is necessarily bad? The students will need to
answer the questions in complete sentences in their media journals. The class
will also discuss the activity they have just completed, and the teacher will
ask for specific feedback from the students.
Expectations:
The students will be expected to work
effectively with their group members to present an effective radio
advertisement. The student will
also be expect to use their new knowledge of persuasive techniques in their
presentation. The students will also be expected to speak clearly and
effectively during their radio presentations, as they will have a good amount of
time to practice their work prior to class.
Accommodations:
Once again the groups are going to be random,
so the skill levels should be fairly different. Since this lesson provides the
students with a good amount of work time the teacher will be able to circulate
to assist students who may need help. Also, with the group work it is likely the
other students will aid other students in their group.
Homework:
The students will have part of one class
period, and the time for homework to prepare their presentation. In other words,
the students may use time away from class to perfect their presentation for the
next class. At the end of the lesson the students will also need to respond to
some questions in their journal. The response should take the students no longer
then ½ of an hour.
Closure
and Connections:
At the very end of the lesson the students will
discuss the effectiveness of the lesson. Through a teacher led discussion the
students will also discuss the persuasive techniques, and how effective they
feel they are. Students will relate personal experiences about their own media
habits, and tie them into the persuasive techniques.
Assessment:
The students will be assessed in two areas.
Firstly, the teacher will fill out a checklist for each group who presented a
radio advertisement. The group will need to follow the requirements for the
assignment, as they present. Secondly, the teacher will assess how well the
students incorporate the persuasive techniques into their presentation. A prize
will go to the group who uses the most number of techniques in their
presentation. This will be included in the presentation checklist for the
lesson.
Context:
The persuasive techniques are one of the most
important sheets the students will receive during the lesson. They are beginning
to understand the strategies advertisers use to sell their products. In other
words, the students are one step closer to having a media lens with which to
view all media products.
Lesson 4
Rationale:
This lesson will begin to prepare the students
for the culminating project, which is a video project. The students will begin
to familiarize themselves with the workings of a video camcorder, as they
complete a video scavenger hunt activity. The students will begin to examine
what will make an effective video advertisement, which will effectively prepare
them for the final lesson.
Essential
Question:
How can understanding how to use a video camera
increase our knowledge of media and media literacy?
Focusing
Questions:
What will help us make a better video?
What can I learn from watching other videos?
How will practicing with the camera help me?
Vermont
Standards:
1.18 Students will use the tools of
technology to represent their ideas.
5.28 Students will use video to
communicate their ideas.
Time:
2 :40
minute classes
Resources/Materials:
6 video camcorders
6 video tapes
KWL poster sheet
Student media journals
Video scavenger hunt sheet
Examples of video advertisements
Procedure:
Introduction:
Students will begin to learn about video
camcorders, and video editing, as they prepare for the final project. In so
doing, the students will learn about an effective method for planning a project,
practice with the camcorder, and view examples of popular commercials. This
lesson will ensure the students have the necessary knowledge to complete the
culminating project for the next lesson.
Lesson:
Firstly, the teacher will collect the
student’s journals to grade their homework assignment. Then, the teacher will
review the next two class periods for the students. The students will be
learning about using a camcorder, and have a chance to practice with the
camcorder. To start with the teacher will divide the students into groups of
three. This time, however, the teacher will divide the groups up before hand.
This will ensure each group is differentiated, so every student will work to the
best of their ability. Once the teacher has divided the groups up he will
describe the three work stations for the next two class periods. Two groups will
rotate together through the assignments. One rotation will give the students a
chance to watch some advertisements on a TV in the classroom. The students will
watch various advertisements, and comment on them as a group. This will enable
the groups to get some ideas for their projects. The second rotation will be a
video scavenger hunt the students will have to complete. As a group the students
will travel around the school to complete the scavenger hunt sheet. They will be
required to film different things with the camera, and give every group member a
chance to work the camera. The final rotation will be an instruction period for
video editing. The librarian or media specialist will hold a small class in the
library to teach the students to use the video editing equipment. The students
will have practice, and be able to use the equipment by the time they go to the next rotation.
Each of the rotations will be thirty minutes
long. This will give the students a chance to prepare for their final
presentation. At the end of the second class period the students will gather
back in the classroom. The teacher will review the requirements for the final
project, and allow the students some time to begin planning their advertisement.
Expectations:
Each student will actively participate in their
group during the exercises. They will also demonstrate the knowledge of video
camcorders, and editing equipment. The students will be required to express
their ideas in the form of a video scavenger hunt.
Accommodations:
The teacher will divide the groups to ensure
they are differentiated. Each group will have an equal chance to succeed in the
project, as they will be differentiated by skill. Because the groups will be
rotating the teacher will have a chance to assist each of the students as they
come to his group.
Homework:
The students will not have homework for this
lesson. They will have a chance to prepare for their impending project.
Closure
and Connections:
Students will gather together to discuss the
final project at the end of the period. The teacher will review the criteria for
the project, and allow the student time to plan and prepare for the project.
Assessment:
The teacher will collect the video scavenger
hunt tape from each group. They group will be assessed on how well they complete
the scavenger hunt. The students will also be expected to work effectively as a
group, and equally participate in all of the activities.
Context:
This lesson is designed, so the students will
have extra practice with the video and video editing equipment. This will ensure
the students have the potential to produce an effective video project for the
final project.
Lesson 5
Rationale:
This lesson is the culminating project of the
unit. The students have become familiar with media and media literacy. Now they
will be asked to take on the role of an advertising executive, as they design an
ad for a video for the class. The students will be required to create an
imaginary product, create a storyboard for the shoot, film their ad, and edit
their work in the library. The students will demonstrate their knowledge of
media and advertising strategies
through the execution of this project.
Essential
Question:
How can filming a mock advertisement help
increase our knowledge of the advertising world?
Focusing
Questions:
What persuasive strategies would be good for a
video project?
What sorts of things will encourage the
consumer to buy the product?
How can the video be made more effective?
Vermont
Standards:
1.11 Students will prepare a storyboard
and script, which will demonstrate their ability to write persuasively.
5.15 Students will design and create a
media product that will successfully communicate their ideas.
Time:
3 :40
minute class periods.
Resources/Materials:
6 video camcorders
Video editing equipment/library specialist.
KWL sheet
Creating a video sheet/checklist for video
production
Storyboard sheet
Procedure:
Introduction:
The students have learned the persuasive
techniques, and how to analyze a media product. They will now demonstrate their
knowledge through a video project. The students will create their own product,
and then create a video advertisement around that advertisement. The students
will have three class periods to plan, write, shoot, and edit their project. At
the end of the last class period the students will show their work to their
classmates.
Lesson:
First, the teacher will hand out the planning
sheet entitled, “Creating a Video”. As a class the teacher will read over
the sheet with the class. The teacher will emphasize the planning aspect of the
video shoot. The students will be encouraged to shoot their advertisement in a
few takes, so to limit their editing time. After the students have reviewed the
planning sheet, and the checklist, they will begin working together to create
their media product. The students will need to first create an imaginary product
to advertise. Then, the students will draw up a storyboard, which they will
follow as they prepare the video. The students will then write their script for
the advertisement, and begin rehearsing for their shoot. This lesson will
provide the students with a good deal of freedom. Each group is responsible for
their own behavior and whereabouts. The teacher will rotate through the groups
to ensure the students are working and staying on task. At the conclusion of the
project the student must present their video project to the class. However, the
group must also hand in a planning sheet, a story board, and a script. This will
be assessed as a persuasive writing piece, and it will also demonstrate the
group’s effective planning strategies.
Expectations:
The students will be expected to work to the
best of their ability in the group they are in. Each person needs to be an equal
participant in the activities, and the teacher will ensure no one is excluded
from the project. The students will also be responsible for a persuasive writing
piece, which is the script and storyboard of the project. Additionally, the
students must list which persuasive techniques they used in the project.
Accommodations:
The teacher has differentiated the groups to
the best of his ability. Now, he was move from one group to another to be sure
any student who requires assistance is able to receive it.
Homework:
The students will have to reflect on the media
literacy unit for homework. In their journals they will need to answer: What
most surprised me about this unit? What was I not surprised about? What will I
change in my behavior? What will I not change? The students will complete
this to be handed in on the last day of the unit. This assignment should take the student ½ an hour to
complete.
Closure
and Connections:
The teacher will use the end of the period to
connect the student questions back to the KWL sheet. As a class they will go
over their previous questions to see which ones they have answered. The students
will also have a chance to share their journal reflection pieces with the class.
This will be a great time for the teacher to receive feedback on the unit’s
success.
Assessment:
The students will be assessed on their
persuasive writing piece (script, storyboard, and planning sheet), and on the
final video project. To assess the persuasive writing the teacher will use
anecdotal notes for each group. To assess the final video the teacher will use
the checklist the students received at the beginning of the lesson. The students
will also be assessed on their personal media journal. The teacher will read
over the journal, make comments, and hand the work back to the students to be
reviewed. This will give the teacher a chance to comment on the student’s
performance on the unit overall. He will be able to comment to each student, and
relate to them their final grade for the unit.
Context:
This unit is simply the beginning of many media
literacy units that could be taught to middle school students. It is my goal to
give the students a lens with which to see all the media around them.
The students are exposed to a large amount of media everyday, and some of
it can be damaging to them. It is best for them to be able to recognize the
potentially harmful things, and judge for themselves.
Jesse
Gaudette
Media
Literacy
Aug. 1,
2005
Classroom
Activity:
K-W-L
The
Media Way
This
activity could be used for any middle level age group. It is an
introductory activity, which determines the student’s prior knowledge of the
topic, and begins to develop their interests.
Standards:
2.6 Students apply prior knowledge to
learn a new theme
2.7 Students respond to new information
by reflection on experience
Outcomes:
The
students will begin to question what they know about media and media literacy.
It is important to create a working definition of media for the students to use,
and from that they will pull upon their prior knowledge. This is a great
opportunity for the teacher to pre-assess the class, and to begin to develop the
remainder of the unit.
Rationale:
This lesson is a great introduction to a unit
of media literacy. This will provide the teacher with a good building block to
create an effective lesson for the students. This way the teacher has a good
sense of the student’s prior knowledge, and what they would like to get out of
the lesson. The more the students feel included in the planning process the more
invested they will be in the work at hand.
Essential
Question:
How can tapping into our prior knowledge help
us to understand media literacy and the role it has in our society?
Focusing
Questions:
What do we know about the media?
How do we use the media in our lives?
How do we use the media in social studies
class?
Materials:
Student journal for reflection
A KWL poster sheet
Lesson:
At the beginning of the class the teacher will
write the word ‘Media’ on the board. The students will be asked to write
some notes in their journal as to what they think that means. Together, the
class will construct a working definition of media, which can be applied to the
current state of media literacy. The students will have five minutes to write in
their journals, and then they will brainstorm together as a class. When they
have come to an agreement the teacher will write the definition on a corner of
the board. Then, the teacher will tape a piece of poster board on the front of
the room. The students will then brainstorm all the things they know about media
and advertising techniques. This will call upon their prior knowledge, and give
the teacher a chance to assess their previous understanding of the topic.
The students will use their definition of media to assist them as they
brainstorm together as a class. Then, after the class has filled in the ‘K’
column of the KWL chart, they will begin to fill in the ‘W’ column. The
teacher will present the class with a verbal definition of media literacy. Then,
the students will have several minutes to write in their notebooks to generate
questions they would like to know about media, advertisings, and media literacy.
When they have generated a few questions the teacher will begin to fill in the
‘W’ column of the KWL chart. The students will use the definition of media
literacy to assist them as they begin to critically question the media
Assessment:
Since this is an introductory activity there is
not likely to be any assessment. However, the teacher will regularly collect the
student journal to respond to student work. This activity is the first time the
students will use their journal to brainstorm their ideas about media. This will
give the teacher a great chance to respond to his students based upon what they
have written. Therefore, the teacher will use anecdotal notes to respond to each
student in their media journal.
Going
Beyond the Classroom:
By understanding media and media literacy the students can begin to affect change around them. First, they may change their own media behavior. Then, the habits of the friends may begin to change, and possibly even their parents. The overall goal is for the students to begin to question their world around them, and primarily the world the media portrays to them. Once the students begin to critically question media they further understand history, current events, and the society they live in.