Lesson Plan - CUS
Individual Lesson Plan - Language – Creating a media campaign | |
|Date(s): Days 3-9 of the media unit |Topic: Creating a media campaign on a water related issue |
|Grade Level: 8 |Time(s): 6 - 40 min class plus one art class |
|Background information: Where does this fit in to the overall unit plan? |
|The Language Media unit will be done parallel to the Water unit in science and the Patterns in human geography unit in Geography. All are |
|being done through a “Water lens” in that we are looking specifically at how water affects many of the patterns in human geography and do |
|our media project on a water issue that comes out of either the science or geography unit. |
|The visual part of the campaign will be assessed for art if it is a poster campaign and the radio or video script will be assessed for Drama|
|as part of the arts strands. |
| |
|These six classes build on each other as the students plan and create a media campaign to address a social justice issue pertaining to |
|water. One class during the creation of the campaign will be an Art/Drama class allowing them to use their full creativity on the project. |
| |
|Note: In Language arts the media unit will be done alternating with a Novel study on a novel of their choice with a e theme of water – |
|Drought, floods, river voyages etc. are all fair game |
|Curriculum Expectations: |
|3. Creating Media Texts |
|Over the course of this part of the unit they will be producing a media text relating to a water related issue so will be touching on |
|almost every expectation in this strand |
| |
|Purpose and Audience |
|3.1 explain why they have chosen the topic for a media text they plan to create (e.g., a poster advertising a class fund-raising campaign to|
|appeal to local parent groups, businesses, or service organizations), and identify challenges they may face in engaging and/or influencing |
|their intended audience |
|Teacher prompt: "What are the challenges involved in reaching each of these groups? How can you appeal to all of the groups in a single |
|poster? If you were to develop three posters, one for each of them, how would the posters differ?" |
| |
|Form |
|3.2 identify an appropriate form to suit the purpose and audience for a media text they plan to create (e.g., a multimedia presentation |
|about their class or grade, to be presented to parents during graduation ceremonies) and explain why it is an appropriate choice |
|Teacher prompt: "What different types of media could you use for the presentation? How would they be organized and combined?" |
| |
|Conventions and Techniques |
|3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to create, and explain how they will use |
|the conventions and techniques to help communicate their message (e.g., conventions in advertisements for a product to appeal to different |
|age groups among the students: text, images, "free offer" promotional gimmicks; techniques: use of age-appropriate content in all elements |
|of the advertisement) |
|Teacher prompt: "What are the important things you need to know about your audience when designing your media text?" |
| |
|Visual arts |
| |
|- produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting, sculpting, |
|printmaking) that communicate a range of thoughts, feelings, and experiences for specific purposes and to specific audiences |
|– describe, in their plan for a work of art, the main idea they wish to communicate and the artistic decisions they have made to support |
|that message; |
|- identify strengths and areas for improvement in their own work and that of others, and describe possible strategies for improving their |
|work. |
| |
|Or |
|Drama |
| |
|-select appropriate themes that deal with specific situations and that are aimed at a specific audience; |
|– produce work as a member of an ensemble. |
|– review drama and dance performances, orally or in writing, critiquing the use of elements and techniques in the particular genre of the |
|piece; |
|– evaluate the overall effect of a performance in drama and dance, analyzing the key elements; |
|How does this address equity/Social Justice? |
|The media presentation explicitly addresses an area of concern about water – thus bringing the social justice aspects of water conservation |
|and access to safe water to the attention of the school where the presentations will be shown |
|Assessment Strategies: |
|Observation/notes on group work and discussion - Formative assessment |
|Observation/notes on oral presentations - Formative assessment |
|Interviews and conferences with working groups – Formative assessment |
| |
|Rubric for written responses, final project and reference lists – Summative assessment |
|Assessment Strategies: |
|X Observation |X Learning Log/Journal | Presentation/Performance |
|X Anecdotal Notes |Self-assessment |Audio/Video/ |
|Work Samples |Peer-assessment |Technological Presentation |
|X Interview/Conference |X Rubric |X Project |
|Checklist | |X Oral Reports |
| | |Other |
|Indicators: How will you know that your students have achieved the expectations? What will the achievement look like? |
|They will be able to identify target audience in both the ads they will view and those they create. They will critically analyze the ad |
|using criteria. They will write using grade level writing conventions. |
|Accommodations and Modifications: |
|By working in groups this allows the students who did not fully understand the assignment to get clarification from their group mates. By |
|allowing the final product to be in a number of different forms this allows the kids who have weaknesses in areas of written work to still |
|accomplish the task by producing a video, sound or visual presentation. If some kids need more time these 5 classes may not be consecutive |
|but may be alternated with other language activities allowing more time between classes to get ideas and get them together. |
|Resources: |Outline: |
| |Over a number of days students will research a topic and create a media ad around a |
| |water related issue targeted at a specific audience. |
|Day 1 |Beginning – Day 1 |
| |In groups of 3-4, based on the examples of storm water ads, they are to come up with|
|Results of the water testing science lab |a water related topic for their ad campaign. They could choose from one of the |
|Land use maps from geography unit |suggested topics or come up with one of their own. Suggested topics include: |
| |consumption of bottled water and tap water |
|Background information sources for them to use to |Water usage by various appliances |
|research water related issues such as: |Beach closure statistics |
|consumption of bottled water and tap water |Erosion of shoreline |
|Water usage by various appliances |Flooding |
|Beach closure statistics |High water safety issues |
|Erosion of shoreline |Ice safety issues |
|Flooding |groundwater |
|High water safety issues |Land use issues |
|Ice safety issues |Other areas of interest they have identified |
|groundwater | |
|Land use issues |Middle - Day 1 |
|Other areas of interest they have identified |With their group they are to decide upon the subject of their ad, what group they |
|This could be hard copy text or fact sheets and on line|will be targeting with their ad, the format and what basic message it will convey. |
|information. |to start thinking of a message for their ad and a target audience. Their audience |
| |could be students, families, business people or another target group. |
|Assessment – none however they must have submitted a | |
|topic and target audience for approval |They are to get verbal approval of their topic and target audience from the |
|(done/not done on checklist) |instructor before proceeding |
| | |
| |They are then to start planning their ad and come up with a story board for a media |
| |campaign to get their target audience to change their behavior. This will involve a |
| |script, identifying the audience, planning the ad and reflecting on WHY they feel |
| |this ad would be effective at promoting the desired behavioral change. |
| |The ad can be a radio ad (script) a television/u-tube ad (story board or power point|
| |style story board), a skit that could be filmed (script) – (video can be done but is|
| |not required) or a poster campaign of at least 3 different posters (could be on |
| |power point on the theme) – one for transit, one for print, one for billboards |
| | |
| |If a radio or television ad format is chosen it will also be evaluated as a DRAMA |
| |project |
| |If a poster campaign is chosen it will be evaluated as a VISUAL ARTS project |
| | |
| |End – Day 1 |
| |Have them decide what information they need to gather to design their ad and be |
| |ready to bring that wish list in for next class. |
|Day 2 and 3 |Day 2 |
| |Beginning |
|Examples of how to reference materials |Review how to reference various sources of material for a bibliography – Books, |
| |articles, websites etc. At the end of each research day they will need to |
|Some computer resource time (one period) |individually turn in a list of materials searched and a one or two line description |
| |of what they found out. |
|Library research time (one period) | |
| |Middle |
| |One library day and one computer lab day to research and do creative work on their |
|Assessment – Diagnostic of the referencing information |ad |
|submitted | |
|To inform future instruction |End |
|(done/not done on checklist) |An individual summery of resources found (books, articles, websites etc.) and a |
| |minimum one line description of each reference they used and what they found out on |
| |each to be turned in at the end of each of these classes to help keep them on task. |
| |(teaching referencing and bibliography skills) This will also be revised and |
| |attached for the evaluation at the end. |
| | |
| |This will not be marked at this point but will be used as a diagnostic assessment as|
| |to the referencing skills of the class and inform teaching for the next research day|
|Day 2 and 3 |Day 3 |
| |Beginning |
|Examples of how to reference materials |Correct any overall problems with referencing materials with examples. |
| | |
|Some computer resource time (one period) |Middle |
| |Same pattern for research as day 2 with the same reference requirement at the end of|
|Library research time (one period) |the day. This day will be the opposite of day 2 – Library or computer lab depending |
| |on availability |
|Assessment – submission of reference list – formative –| |
|to see if any audience for approval |End |
|(done/not done on checklist) |Collect reference list at end of class |
|Day 4 |Day 4 |
| |All reference lists returned |
|Paper, markers, paint etc for making posters or story |Start/continue working on the creative part of their media presentation - On all |
|boards for media ads |three work days try to check in with all of the groups to ask questions and make |
| |notes as to how the process is going and scaffold areas that are not progressing as |
|Assessment- Notes on group conferences and observations|desired. Clear up any misunderstandings and areas of confusion for the whole class |
| |and take the opportunity to conference with each group to see what they are |
| |thinking. A rough outline of the campaign (storyboard or rough script or rough |
| |concept drawings for poster campaign) identifying target audience, message and |
| |method to reach them as well as an outline of the content of the campaign is to be |
| |handed in at the end of this class. |
| | |
| |End |
| |This is also when they must request any equipment for the final presentations so |
| |that it can be available for the presentation day. |
|Day 5 |Day 5 – Art class – see detailed art lesson |
|Same as day 4 |Concentrated creative work on presentations – On all three work days check in with |
| |the groups and ask questions and make notes as to how the process is going and |
|Assessment- Notes on group conferences and observations|scaffold areas that are not progressing as desired. |
| | |
| |Ongoing assessment on all three work days with group conferences, Observation and |
| |Anecdotal Notes |
|Day 6 |Day 6 |
|Same as days 4 and 5 |Beginning |
|Writing journals |Final creative work on presentations |
| | |
|Assessment- Notes on group conferences and observations|End – for last 20 minutes of class have the students reflect individually in a |
| |journal on the effectiveness of their ad, how well their ad reached its target |
| |audience and how well it communicated its point. How the artistic elements came |
| |together and how it functioned as a piece of drama or visual art. What conventions |
| |of media campaigns they used and what they feel the strengths and weaknesses of |
| |their ad are and how it could have been improved. This reflection will be turned in |
| |for marking at the end of the final class |
|Day 7 |Day 7 |
|Projector and laptop for the final day to show power |Beginning |
|point presentations |Presentation of media campaigns to the class by each group. (5 min presentations – |
|TV and video Player to view video produces media ads |Each group member must participate) |
|for final presentations | |
| |Middle |
|Writing journals |After all have been presented have an overall class discussion about what the |
| |successful aspects of the ads were. Moderate this discussion closely to keep in |
| |focused on what worked and not allow trashing of the work. |
|Assessment - Notes on presentations | |
|Rubric for actual media campaign |End |
|Rubric for reference list |After the discussion have the students individually add to their reflections about |
|Rubric on journal reflection |how they thought their ad went over to the class and what they might change given |
| |the opportunity. They are to assess there work both as a media campaign and on its |
| |merit as a piece of artistic work. This reflection will be turned in for marking at |
| |the end of the class along with the bibliography/reference list |
| | |
| |Final campaigns, reflections and reference lists will be marked with a rubric. |
| |Follow Up: |
| |Post graphic media campaigns on school bulletin boards |
| |Play audio campaigns at announcement time |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- lesson plan cus
- reading writing and commercialism
- grade 7 sample lesson plan unit 1 healthy nutrition
- grade 6 sample lesson plan x000d unit 1 nutrition and
- media and advertising links texarkana independent school
- economics unit lesson plans
- student marketing handout
- lesson plan nasro
- nsda lesson plan template
Related searches
- lesson plan themes by month
- water lesson plan for preschoolers
- watershed lesson plan activity
- lesson plan themes for toddlers by month
- preschool lesson plan templates blank pdf printable
- toddler lesson plan template printable
- school age lesson plan ideas
- free preschool lesson plan template printables
- daycare weekly lesson plan template
- school age lesson plan format
- lesson plan themes preschool
- school age lesson plan sample