Grade 12 English



Fairbloom Lesson PlanCourse: ENG4UUnit: MediaDate: Monday, May 16Rationale: The students will learn about the importance of being mediate literate, and will explore the elements of advertisements. The students will practice being “media literate” as they learn how to deconstruct popular advertisements. Overall Expectations:1. Understanding Media Texts: demonstrates an understanding of a variety of media texts;2. Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;3. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques.Learning Goals:Understand that media is everywhereAble to define media literacy, rhetoric, persuasion, and advertisingFamiliar with the key concepts of media literacyAware of the power of words and images in advertisements, and the strategies used to attract the audienceForm connections between the material and personal lifeReview key terminology, concepts and strategiesLearn how to deconstruct advertisementsPractice analyzing advertisementsLearn about the assignment and begin workingSpecific Expectations:1.1 Purpose and Audience1.2 Interpreting Messages1.3 Evaluating Texts1.4 Audiences Responses1.5 Critical Literacy1.6 Production Perspectives2.1 Form2.2 Conventions and Techniques3.1 Purpose and Audience3.3 Conventions and TechniquesMaterial: HandoutsPowerPointYouTubeWhiteboardAssignment Instructions and RubricAssessment FOR/AS/OF Learning:Assessment FOR Learning: The teacher will be observing the students’ ability to build upon their prior knowledge. The students will be asked to read and write. The teacher will observe the students’ reading and writing comfort levels. The students will practice analyzing advertisements with the teacher before beginning the assignment. Assessment AS Learning: The students will reflect on their understanding of the lesson, and the power and presence of media in their lives. Assessment OF Learning: The students will analyze three advertisements using the material from this lesson. They will present their analysis orally and will submit a written explanation. Building ActivitiesSuccess CriteriaMedia in my LifeThe students will fill out a chart describing all of the media they have experienced so far today. This portion of the lesson will open the students up to the presence of media in their everyday life. VocabularyMedia: a material or technical means of expression (come up with examples together)Advertisement: something that is trying to influence a person to “buy” a product, service or ideaThe students will independently complete a chart by reflecting on their mornings and the media they used.Media LiteracyThe teacher will explain each key concept and the students will highlight important information. The teacher will guide the student through examples to apply the key concepts. The students will follow along with the lecture and slides, and determine what information should be highlighted. What are Advertisements?The teacher will define “advertisements” and break it down into its three types.AdvertisingAdvertisements are everywhere, and they have one purpose: to persuade you to agree with their point of view. You should buy their product; use their service; share their values; be loyal to their brand. There are three types of advertisements: brand, general types of products or services, and advocacy advertisements. Brand: promote a specific brand-name product (Nike, Pepsi)General Types of Products or Services: designed to increase the consumption of products or services as a whole rather than a particular brand (Got Milk?)Advocacy: promote a particular viewpoint or, during elections, a particular political candidate (MADD)The students will follow along with the lesson by actively listening: note taking, highlighting, engaging in discussions, and connecting the material to everyday life and prior knowledge.Power of Words and ImagesThe teacher will outline the strengths of advertisements by explaining the ways in which they appeal to our emotions and desires, rather than to our logic and reasoning.The Power of Words and ImagesAdvertisements appeal to our emotions and desires, more than our logic or reason.The language they use is designed to convince us to buy their product, use their service, or modify our behavior.The language and images evoke emotional responses such as sensual pleasure, sexual longing, fear, guilt, and shock.They appeal to our need for love, security, acceptance, social status, and wealth, and our desire for youth, beauty, and excitement.Example 1: An advertisement for jeans implies that when you wear that brand of jeans, you will be as youthful and alluring as the young men and women in the photograph. Example 2:An advertisement for low-fat ice cream promises that you will be slim and beautiful if you eat the ice cream. Example 3: An advertisement for tires implies that the driver’s children will be safe with those tires on the family vehicle.Rhetoric and PersuasionThe teacher will explain the key concepts of rhetoric and how advertisers use persuasion to motivate the viewer to adopt an opinion and then take action. The student will learn the difference between pathos, logos and ethos.PersuasionAdvertisements use persuasion to motivate a person to adopt an opinion and then take action. Persuasion uses emotional language and dramatic appeals. How is persuasion different from argumentation?An argument is often emotional and heated, but involves the use of clear thinking logic and evidence to convince a person to adopt a particular opinion. People in most circumstances react rationally and emotionally; thus, argumentation and persuasion usually are combined.PathosAppeal to emotionAttempt to evoke an emotional response in the consumerEx: a phone plan might be sold by the promise of bringing old friends togetherLogosAn appeal to our rational thought, typically marked by facts and figures (logic and reasoning)Give you evidence and statistics you need to fully understand what the product doesEx: a claim that 93% of dentists use a particular brand of toothpasteEthosAppeal to credibility or characterConvince you that a company is more reliable, honest, and credible; therefore, you should buy its productEx: a well-known athlete adds credibility to the promotion of a running shoe brandPractice labeling pathos, logos, and ethos, by placing a P, L, or E in the blank: ___P__ A child is shown covered in bug bites after using an inferior bug spray.___E__ Tiger Woods endorses Nike.___L__ Sprite Zero is 100% sugar-free.___L__ A 32-oz. bottle of Tide holds enough to wash 32 loads.___P__ A commercial shows an image of a happy couple riding in a Corvette. ___E__ Cardiologists recommend Ecotrin more than any other brand of aspirin. ___L__ Advil Liquid-Gels provide up to 8 hours of continuous pain relief. ___E__ Miley Cyrus appears in Oreo advertisements. ___E__ People who need more energy drink Red Bull Energy Drink. ___P__ A magazine ad shows people smiling while smoking cigarettes.Advertising Strategies Explore through a handout and PowerPoint the different methods used by advertisers to try and persuade the viewer to “buy” their product.ReviewWe have discussed the presence of media in our lives, and explored the key concepts of media literacy. We have learned about the various strategies advertisers use to persuade their audience. The teacher will review the vocabulary on the whiteboard. The students will take notes and participate in the discussion. The students will help brainstorm the types of media and advertisements. The students will review the types of strategies used by advertisers.Steps to Deconstructing AdvertisementsThe teacher will walk the students through the “Deconstructing an Advertisement” handout. The handout is from the Media Education Foundation and is used to show students how to challenge media. The teacher will read through the handout with the student.The students will open the handout of the steps for deconstructing advertisements. The students will help the teacher read through the package.PracticeThe students will practice analyzing advertisements with the student through YouTube videos and Print Ads to prepare the student for the assignmentThe students will practice analyzing advertisements based on the techniques and questions established during this lesson.AssignmentThe assignment asks the students to analyze three advertisements.The students can begin brainstorming for his assignment and is welcome to ask questions during this time.Reflection: ................
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