Lesson+1+-+GAINS+Literacy

=Critical Learning : Students will recognize and understand overt and implied messages= [|Lesson 1 Plan.doc]

Media Literacy: Making Inferences/Interpreting Messages
1.2 interpret increasingly complex or difficult media texts, using overt and implied messages as evidence for their interpretations (e.g., identify the editorial positions of two different newspapers by comparing the selection of stories and the composition of elements [photos, images, text] on their front pages; identify the themes in a contemporary action movie or comedy and explain how these themes contribute to the popularity of the film;explain how standards of beauty are established in advertising)


 1.5 develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations Teacher prompts: “How does the information in the graphic influence your interpretation of the text?” “What do you think the author wants you to realize about the character’s decision in this scene? How is this information communicated? 


=LESSON PLANNING= Timeline - Download it here [|Timeline.rtf].....or see below:

1. Show images “What a family eats in a week” 2. Ask questions: What do they want you to think? 3. Homework assignment – Students choose a tv. commercial at home and come to school tomorrow ready to answer: Who made it? What do they want you to think? [|Sample Graphic Organizer.notebook] [|stages poster2.pub] Stages of Media Literacy poster (publisher file) ||
 * ===Timeline=== || ===Lessons=== ||
 * ====Day 1==== ||< ===Introduction===
 * ====Day 2====

(50 minutes)
|| ===Techniques=== 1. Share their tv commercial informally with the class 2. Teach camera techniques used to create advertising [|How Do They Make Things Look So Good.doc] 3. Show a commercial to the whole class and they complete an organizer to show the techniques ||

Day 3
|| ===Advertising Appeals (part 1) Modeled=== [|appeals.pdf] 1. Showing each appeal with the commercial that matches Download the notebook files here 2. Discussion as each one is shown 3. Graphic organizer to create a graphic to visualize each appeal (What is overt/explicit and what is implied/inferred?) || (This lesson will be filmed) || ===Advertising Appeals (part 2) Shared=== 1. Match the picture with the appeal (accessing prior knowledge) Martine's - match definitions for appeals [|words appeal activity.notebook] 2. Drag and drop definitions 3. Analyse one commercial for appeals and techniques (think/pair/share)- students should probably make/have a t-chart to record during think/pair/share activity 4. Class sharing and record on smartboard chart (t-chart - appeals and techniques) || 1. Teacher will select 3-5 commercials to choose from 2. Students will watch a commercial and use their graphic organizer to deconstruct a commercial (t-chart) 3. **Task:** You have been hired by a company to choose an advertisement for them. Based on a certain demographic use your t-chart to create a persuasive paragraph convincing your CEO which ad should be aired and why? Use the terms: overt, implicit, appeals, techniques in your paragraph. ||
 * ====Day 4====
 * ====Day 5==== || ===Independent===



=Resources:=

'Cinematic Techniques in Ads' used in Ads Lower quality for Smart Notebook [|jooky.flv] Higher quality for a media player [|jooky.mp4] Lower quality for Smart Notebook [|Sun Fizz.flv] Higher quality for a media player [|sun fizz.mp4] SmartBoard Lesson [|words appeal activity.notebook] Gerry these are the Canadian Rules of Advertising: http://www.media-awareness.ca/english/resources/educational/handouts/advertising_marketing/kids_advertising_rules.cfm Similar to your Appeal this list is common Advertising gimmicks http://www.media-awareness.ca/english/resources/educational/handouts/advertising_marketing/common_ad_strats.cfm Link to David Booth's Critical Literacy Talk on Curriculum Services Canada http://speedstream.netro.ca/cscondfr/Oct5/David_Booth-Eng1.wmv This might even be a better series http://www.curriculum.org/secretariat/november29.shtml Ministry Proposal for Gains Literacy [|UGDSB Vers 2 Literacy .doc] Tech Coach Project Overview [|Tech Coach Gains Project.doc] TIPS Lesson Plan Template [|TIPS 2.0.doc] Tech2Learn Website for Smartboard Lessons [|http://www.tech2learn.wikispaces.com] Advertising Appeals http://taje.org/fortaje/PDF/appeals.pdf Media Questions http://www.understandmedia.com/art10.htm Best/Worst Commercials http://www.splicetoday.com/consume/the-best-and-worst-commercials-of-2008  Stages in Media [|�27�]http://www.media-awareness.ca/english/teachers/media_literacy/what_is_media_literacy.cfm Media Education http://mediaeducationlab.com/assignment-media-literacy TV Smarts Videos http://mediaeducationlab.com/tv-smarts-kids Some pratical tools for assessing media from eworkshop Grades 4 - 6 [|Mod32_Less_Plan_Text.pdf] [|Mod32_Med_Conf_Rec_Sht.pdf] [|Mod32_Med_Std_Tri.pdf] http://eduscapes.com/seeds/use/literacy.html (fabulous site for lots of different things...mostly tech or literacy related) http://pbskids.org/dontbuyit/ http://home.olemiss.edu/~egjbp/comp/ad-claims.html http://library.thinkquest.org/5704/
 * Sample Graphic Organizer** -- based on the understanding media website...took general questions - see discussion for my thoughts

Peer Review Questions - What did your students use for your final presentation? - Great balance between technology and paper/hands-on? - How did you find the commercials on youtube? Did you let students search on youtube? - great way to engage boys (creating ads) - How did the students demonstrate their critical understanding of advertising techniques?