1. Media Literacy Lesson 1: Advertise!
Minnesota State Goal (English Grade 7):
CCSS.ELA-LITERACY.SL.7.9.7.7 Students will understand, analyze, and use different
types of print, digital, and multimodal media.
Cognitive Objective:
Following a PowerPoint presentation of advertising techniques and class discussion,
the students will create their own product and advertisement with regard to two
advertising techniques, paragraph content, and grammar, earning a score of at least 2
using a rubric scale (1-3; 1=not quite yet).
Affective Objective (Bloom's Taxonomy: Valuing):
Given work time after a PowerPoint presentation of advertising techniques, the
students will demonstrate a positive attitude and focus on the task (create your own
advertisement), using a rubric scale (1-3; 1= not yet within expectations).
Resources/Materials:
- Paper (20 sheets)
- Pencil (20)
2. - Computer
- PowerPoint
- Poster Paper
- Craft Materials (Markers, Colored Pencils, Tape, etc.)
Procedures:
Introduction/Pre-assessment (9:00 AM)
As the students walk in the classroom, the Concept Map will be set up for the students.
Students will be greeted and given a piece of paper and pencil. Explain to the students:
We will be discussing media in different ways. This is a concept map where it shows how
we will approach different kinds of media throughout the week. Ask students to jot down
responses for pre-assessment: What do you know about media? Can you list different
kinds, or modes, of media? Teacher will collect student responses.
1. Explain the agenda to the students: Today, we will define and view examples of
different types of advertising techniques, as advertising is a major part of media.
We will discuss different techniques, and you will have a chance to create your
own advertisement using at least two techniques.
Instruction/Lecture (9:05 AM Advertisement Techniques Presentation)
1. Using the Presentation, the teacher will define and show examples of different
advertising techniques. Ask students: Which technique(s) do you think are most
impactful. Why?
3. 2. Using the Presentation, the teacher will outline what to look for when
evaluating/analyzing advertisements by recognizing the following techniques:
bandwagon, plain folks, testimonials, science/statistics, transfer, emotional appeal,
repetition, weasel words, and music. There is a picture or video clip example of
each technique. There is also a couple physical products that the teacher will share
with the students, so that they can have a tactile experience. This is especially
beneficial for the student with Usher syndrome.
3. The teacher will explain qualities of having a positive attitude, and how it
includes not being critical or complaining about the task. The teacher will also
explain the importance of focusing on the task; In other words, using the given
time to complete the task rather than working on other homework. Positive
attitude and focus are critical skills for success!
Activities/Work Time: Create Your Own Advertisement (9:30 AM)
1. Students will fill out the brainstorm worksheet to help them get started on creating
their own advertisement.
2. The teacher will remind students to demonstrate a positive attitude and focus on
the task during work time.
3. Students will use the available classroom computers or the provided poster paper
and materials to start creating their product advertisement.
4. The teacher will circle the room as students are working, answering questions if
needed. The teacher will check in with the student with Usher syndrome at least 3
times to ensure progress and availability.
4.
Wrap Up (10:00 AM)
1. Tell students that they may finish their product advertisement and its
corresponding brainstorm worksheet at home, and bring the completed
assignment for the next class session.
2. Let students know that they need to check the class blog to print, complete the
self-rubric for their advertisement assignment, and bring it to the next class
session; Students also need to post their response to the journal prompt on the
class blog before midnight: What did you learn today that you did not know
before about media and advertisement techniques? What two advertising
techniques did you use to create your own advertisement; Why?
3. For the next class session students should turn in their brainstorm worksheet,
product advertisement, and self-rubric.
4. After the class slot, the teacher will check in with the student with Usher
syndrome to clarify any questions the student may have about the assignment or
lesson if they have arisen.
Pre-Assessment: inquiry questions in Warm Up activity: What do you know about
advertising techniques? Can you list different examples of advertising techniques?
Formative Assessment: Observations during work time, brainstorm
worksheet, rubric
(for advertisement creation)
Post-Assessment: Journal reflection prompt posted on class blog. There is no rubric for
the journal reflection. Students simply post their response on the class blog before
midnight:
What
did
you
learn
today
that
you
did
not
know
before
about
media
and
advertisement
techniques?
What
two
advertising
techniques
did
you
use
to
create
your
own
advertisement;
Why?
Individualization
5. As
indicated
by
an
IEP,
the
student
with
Usher
syndrome
may
have
additional
time
to
complete
the
blog
posts
and
assignment.
The
student
with
Usher
syndrome
has
the
accommodation
of
additional
time
for
assignment
completion,
enabling
for
the
student
to
complete
the
project
to
the
best
of
ability.
The
content
of
the
lesson
does
not
need
differentiation
for
the
class,
as
all
students
are
at
grade-‐
level,
including
the
student
with
Usher
syndrome,
which
the
content
is
designed
for.
A
Universal
Design
for
Learning
(UDL)
approach
is
implemented
as
the
lesson
addresses
multiple
means
of
representation.
The
teacher
will
represent
the
content
through
a
PowerPoint
presentation
with
visuals
and
video
clips
of
the
different
advertising
techniques.
The
project
allows
students
to
express
their
knowledge
through
creativity;
they
may
choose
to
create
a
poster,
digital
presentation,
or
video
of
their
project
advertisement.
Furthermore,
they
will
be
engaged,
having
the
flexibility
to
choose
their
product
and
advertising
techniques.
Ultimately,
this
enables
the
assessment
to
be
accessible
for
the
student
with
Usher,
as
the
student
is
able
to
comfortably
complete
the
project
through
a
mode
of
choice;
Whether
its
through
the
use
of
a
computer
or
a
more
tactile
approach
with
craft
supplies.
10. Reflection
Research
shows
"Children
from
low-‐income
homes
showed
growth
in
literacy
at
the
same
rate
as
students
from
high-‐income
backgrounds"
(Freeman,
84).
The
later
quote
is
impacting,
as
all
the
general
public
ever
seems
to
hear
is
that
the
low-‐income
students
are
so
far
behind
the
high-‐income
students
in
the
world
of
education,
as
only
high-‐income
students
can
afford
to
have
access
to
books
and
resources.
Now
what
we
can
notice,
is
that
it
is
not
the
resources
that
make
all
the
difference,
but
the
application
of
authentic
experiences.
Students
can
have
the
most
expensive,
fancy
textbooks
in
the
world,
but
they
are
meaningless
without
application
that
enables
a
deep
understanding.
It
saddens
me
that
"[i]n
many
schools,
teachers
are
expected
or
required
to
use
the
adopted
textbook"
(Freeman,
2009).
Evidence
has
been
given
that
it
is
important
to
shift
away
from
a
text
only
approach
to
literacy.
Hence,
media
literacy
is
an
important
topic,
as
students
need
exposure
to
different
media
and
how
bias
and
techniques
may
change
their
interaction
with
media.
All
students
are
expected
to
successfully
create
their
own
product
advertisement
with
regard
to
quality
of
production,
accuracy
of
information,
bias,
stereotype,
purpose,
message,
and
target
audience,
as
these
are
important
elements
of
media
literacy.
At
the
seventh
grade
level,
it
is
reasonable
for
students
to
have
respect
for
each
other,
including
the
teacher,
by
focusing
on
the
task
of
the
day.
This
is
emphasized
with
the
display
of
the
concept
map
at
the
beginning
of
the
lesson;
students
will
know
what
to
expect
for
the
week.
Furthermore,
the
cognitive
and
affective
objectives
are
not
modified
for
the
student
with
Usher
syndrome,
as
11. according
to
the
student's
individualized
education
program
(IEP),
no
modifications
are
needed
because
the
student's
reading,
writing,
and
affective
behavior
is
on
par
with
her
peers
at
the
seventh
grade
level.
The
individual
with
disabilities
education
act
(IDEA)
requires
that
the
student
with
disabilities
is
included
in
the
general
education
classroom
for
the
maximum
extent
possible
(Turnbull,
2013).
Hence,
the
student
with
Usher
is
able
to
be
in
the
general
education
classroom
for
the
entirety
of
the
lesson
and
work
time,
as
I
am
aware
of
strategies
to
ensure
the
student's
participation
through
the
Universal
Design
for
Learning,
authentic
approach,
and
sensory
integration,
as
supported
by
research
discussed
in
my
literature
review.
The
framework
of
the
media
literacy
lesson
is
the
Universal
Design
for
Learning
(UDL),
as
the
three
principles
are
met:
multiple
means
of
representation,
engagement,
and
expression
(Turnbull,
2013).
The
framework
ensures
that
all
students,
including
the
student
with
Usher
syndrome
have
a
learning
experience
that
is
accessible,
responsive,
motivating
and
meaningful.
The
activities
are
designed
to
fit
the
UDL
approach,
as
described:
To
represent
the
lesson,
the
teacher
will
describe
each
image
verbally
to
the
class,
to
ensure
that
the
student
with
Usher
can
visualize
the
ads,
using
available
hearing.
When
possible,
the
teacher
will
use
a
sensory
integration
approach
by
bringing
a
model
of
the
product
in
an
advertisement
for
the
students
to
interact
with
tactilely.
An
authentic
approach
is
also
present,
as
the
use
of
advertisements
will
be
iconic
and
recognizable
by
the
students,
alluding
to
their
prior
experiences.
For
example,
one
of
the
advertisements
is
of
a
McDonald's
Big
Mac.
Many
students
will
recognize
the
product,
and
already
have
an
experience
with
it
to
build
upon.
12. When
authentic
experiences
are
included
in
lessons,
the
connection
between
student
and
content
is
stronger,
and
they
are
able
to
recall
content
more
readily.
For
expression,
the
student
with
Usher
syndrome
may
opt
to
use
the
computer
with
voice-‐over
feature
to
create
a
digital
advertisement
or
create
a
model
of
the
product
for
the
project
completion.
All
students
have
the
flexibility
to
engage
in
their
learning
experience
through
multiple
means
of
expression
and
engagement.
In
addition,
Bloom's
Taxonomy
is
also
met
with
UDL,
as
emphasis
is
placed
on
the
highest
skill
level:
creating.
Students
have
to
plan
their
project
with
the
help
of
a
brainstorming
worksheet,
generating
and
producing
the
project
with
diverse
expression
choices.
I
do
not
want
to
have
a
"standardized"
testing
approach
in
regard
to
assessment.
Instead,
I
want
students
to
feel
like
their
learning
experience
is
valued,
rather
than
an
assessment
number.
Hence,
I
will
use
inquiry
questions
before
and
throughout
the
lesson
to
assess
student
knowledge.
The
purpose
of
asking
inquiry
questions
is
to
simply
become
aware
of
the
prior
knowledge
of
the
students,
enabling
me
to
build
upon
what
students
already
know,
and
make
modifications
as
needed.
The
assessments
are
accessible
and
fair
for
the
student
with
Usher,
as
the
student
is
able
to
type
responses
to
the
inquiry
questions
and
blog
posts
(preferred
method
of
expression
due
to
braille
labels
on
laptop
keyboard).
The
student
can
also
use
the
personal
laptop
to
complete
the
cognitive
assessment/advertisement
project.
13. References
Freeman,
Y.,
&
Freeman,
D.
(2009).
Academic
language
for
English
language
learners
and
struggling
readers:
How
to
help
students
succeed
across
content
areas.
Portsmouth,
NH:
Heinemann.
Turnbull,
A.,
&
Turnbull,
H.
(2013).
Exceptional
Lives:
Special
Education
in
Today's
Schools
(7th
ed.).
Upper
Saddle
River,
N.J.:
Merrill.
