Grade Level: One / Date: Wednesday, November 12/08
Topic: Media Literacy / Time of Class: 9:00-10:00
AT Name: Janette Hughes / Room # / Location: 211
1. Instructional Expectations and Opportunities
a) Expectations:
Applicable to grade one language arts:
1.1 identify the purpose and intended audience of some simple media texts
1.2 identify overt and implied messages, initially with support and direction, in simple media texts
1.4 describe how different audiences might respond to specific media texts
2.1 identify some of the elements and characteristics of a few simple media forms
3.1 identify the topic, purpose, and audience for media texts they plan to create
b) Opportunities:
o Listening skills- to instruction, other students
o Writing & artistic skills- to be able to participate in the activity
o Social skills such as: waiting their turn to speak, waiting turn to use supplies, being helpful, cleaning up after oneself
Associate/Advisor Comments:
2. Preassessment and Accommodations/Modifications
a) Students
Preassessment: / Accommodation/Modification:
Academic Needs:
1. Prior knowledge about various forms of media text and their intended audience
Behavioural/Social/Emotional Needs:
2. Most have short attention spans
Physical Needs:
3. No physical needs to note.
Diversity Needs:
4. ESL students may struggle with some of the language components of this activity / 1. Have conducted a lesson prior to this one in which students have been introduced to the various forms of media and a discussion was had about their intended audiences.
2. Keep the activity moving and changing directions many times throughout the period to keep students focused.
3. n/a
4. ESL students will benefit from the visual assistance with the brought in cereal boxes, the Internet activity and the hands-on activity. They will also be working in groups, so they can seek assistance from their partner(s). Furthermore, I will circulate throughout the class and ensure that I am available to help all students, but will ask ESL students questions to ensure they understand.
b) Learning Environment:
· I do not plan on changing the classroom set up for this lesson. I will be utilizing both the carpet area and the students’ desks as they are laid out.
· During the hook, introduction and group activity I (the teacher) will be sitting in a circle at the carpet
· During the application activity, students will be at the computer station, I (the teacher) will circulate to ensure students are staying on task, and that each student is getting a chance to try out the activity and to be available for questioning
· During the hands-on activity, students will be seated at desks (may or may not be their own, depending on who is in the group); students can pull up a chair to join their group members at other desks
· During the consolidation we will be on a gallery-walk, students will be positioned at various places throughout the classroom and I (the teacher) will circulate, stopping at each station to ask questions and assess
· The following is a diagram of the classroom:
Associate/Advisor Comments:
3. Required Resources
· Student Resources:
o Pencil kits with pencils, erasers and crayons (use existing class sets that are situated at each pod of desks)
o Construction paper (variety of colours, about 10 sheets of each colour on hand)
o Activity sheets to sketch their ideas (20 copies, 16 for the students plus 4 extra)
· Teacher Resources:
o Empty cereal boxes collected from home as part of students’ weekend homework
o Sample self-created cereal box so that students have an idea of what they’re creating
o Gather construction paper and prepare activity sheets beforehand
o Available computers with website up and running (must get website cleared with the school board well before attempting to deliver this lesson) (see screen shots attached)
http://pbskids.org/dontbuyit/advertisingtricks/cerealbox_flash.html
4. Content and Teaching Strategies of Lesson
a) Overview/Agenda/Review
Teacher’s Agenda:
1. Review what was taught previous day about various media text and identifying intended audiences
2. Sit at carpet in a circle and share cereal boxes that were brought in as part of homework; discuss intended audience and why
3. Discuss with students some of the dangers of the media and how they attract their audience (Sample: The media markets to children by having pictures that children would like on the cereal boxes as well as prizes for children in the cereal boxes so that children want the cereal.. but it is the parents who are actually buying the product! Children are often attracted to cereal that is not healthy for them which makes it harder to help children make wise choices about healthy eating.)
4. Give students a chance to practice what they’ve learnt about cereal boxes and the media on a website
5. Give students the opportunity to create their own cereal box, geared towards a predetermined audience and do it in a positive way
6. Consolidation- Gallery walk
Student’s Agenda: To be written on the agenda board
1. Carpet time: Share cereal boxes that were brought in
2. Computer time: Explore the website and complete the activity
3. Activity time: 1st do a sketch of their idea; 2nd create their box cover
4. Gallery walk: Time to share cereal boxes
b) Subject Content and Teaching Strategies
I. SUBJECT CONTENT
Content Name / Content Details
Intended audience / The type of people that a certain type of media is trying to target when attempting to sell their goods. Can be defined by gender, age, region, etc. Students will be able to grasp the concept as we are discussing the various parts (i.e. images, colours) of the boxes that they brought in.
Gallery walk / A method of sharing information with the rest of the class, where one of two group members stays with the finished product while the other member(s) walk around the class and view the other pieces of work. It gives students the opportunity to ask other students questions and share their work with each other.
II. INTRODUCTION (motivational start, minds-on, hook, etc.)
Item / Description / Timing
1.Review different forms of media & intended audiences
2.Share the cereal boxes brought in by students / 1. Remind students that last day we shared various forms of media (i.e. flyers, newspapers, magazines) and discussed intended audience.
1.1 Remind students of the ways that we discover who the intended audience is (i.e. the type of product that is being advertised, the pictures, the colours, the words, etc)
2.Tell students that even cereal boxes are used to target a specific audience
2.1 Pass empty cereal boxes around and have a discussion about who the intended audience is and why
2.2 Sort boxes by intended audience and decide on some of the major factors that helped to differentiate who the target market is (these sorted piles may help with the next activities) / 2 mins
13 mins
III. INSTRUCTION
1. Hook & Introduction @ the carpet (15 mins)
· As detailed in table above
2. Cereal box website @ computer station (10 mins)
· Group students into groups of 2 or 3 to work on the rest of the days’ activities. Groups should be thought about ahead of time by teacher to ensure that students in the group will work well together
· Take students to the library/computer room/computer centre to be able to access computers
· Have students sit with their group member(s) at a computer (i.e. each group shares one computer) or if there are plenty of computers available, have students sit at their own computer but near their group members
· Students will work through the activities on the website, creating their own cereal box and deciding why they are creating it the way they do
3. Create your own cereal box activity @ desks (15 mins)
· Remind students what the sample box looked like (the same one that was shown during the introduction activity), who the intended audience was and what elements it had that would attract that audience
· Tell students that first they need to decide who their intended audience will be and what types of things this audience likes (i.e. audience are children aged 2-5, they like toys, candy) and draw this information into the ‘my cereal box graphic organizer’ (see attached)
· Then have students sketch (can use sheet like ‘my cereal box sketch’ as attached) what they would like their cereal box to look like and discuss with their group members why their choice of colour, pictures and novelty items is relevant and would attract their intended audience
· After students have sketched their design, they may create it out of construction paper and crayons and then glue it to the front of one of the cereal boxes that was brought it in, so that it looks life like
4. Consolidation: Gallery Walk
· Students will engage in a gallery walk, where one partner will stay with their cereal box while the other group member(s) circulate throughout the class to see the other creations and then switch the roles half way through
· Students will circulate with a tally sheet and a clipboard, forming tallies of intended audience and items or colours they saw; this can later be integrated into a math lesson for graphing and ensures that students are accountable for their work.
IV. APPLICATION
Item / Description / Timing
Interactive website / This creates an opportunity for students to use the Internet as a learning tool, which encourages students to see that reliable and positive information can be found on the Internet / ~10 mins
Cereal box activity / Students get the opportunity to work collaboratively, to share ideas with group members and decide as a team what the best way is to represent their ideas. Students will work together on creating their final masterpiece. / ~15 mins
Gallery Walk / Having students circulate to examine other’s work. It gives students the opportunity to act as the teacher, asking each other pertinent questions and also being able to answer these questions. / ~10 mins
V. CONSOLIDATION
Item / Description / Timing
Consolidation: Gallery Walk / · Students will engage in a gallery walk, where one partner will stay with their cereal box while the other group member(s) circulate throughout the class to see the other creations
· Encourage students to ask questions about the cereal boxes, who their intended audience is and why they chose to include the items they did
· If there is time, have the students come back to the carpet to discuss what they’ve learned. Ask questions such as What did you learn about how cereal boxes attract children to buy that cereal? How do you know this is the case? Why is this the case? / 10 mins
~ 5 mins
5. Assessment and Evaluation
Summative Assessment: Ask students are working on the various activities, circulate and make observations/notes about whether students are engaged in their work, do they work cooperatively, were they listening to the instruction...
Formative Assessment: A 1:1 conference should be done with each student at the end of the media literacy unit. I have attached questions that I would include on the conference for this part of the unit.
Associate/Advisor Comments:
“Design a Cereal Box” Screen Shots
The following are some screen shots from the “design a cereal box” website at: http://pbskids.org/dontbuyit/advertisingtricks/cerealbox_flash.html
My Cereal Box Graphic Organizer
My Cereal Box Graphic Organizer
Cereal Box Sketch
Individual Conference: Media Literacy
THEME: CEREAL BOXES STUDENT: ______
1. Have the student explain in his/her own words what the phrase “intended audience” means and write their response here:
2. Have the student give some examples of an audience that cereal boxes may try to attract and write their response here:
3. Have the student match the following audience member with an image that would attract them:
Young Child Flowers
Adult Woman Football
Teenage Boy Teddy Bear
UOIT Faculty of Education – Hilary Zareian Lesson Plan
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