TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: | |PLAN CODE: |E10.3.6 |

|Teacher: |Ables |Course/subject: |English Language Arts |

|Grade(s): |10 |Time allotted for instruction: |2-3 class sessions |

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|Title: |Deconstructing Media |

|Lesson TOPIC: |Analyzing a visual representation |

|TAKS Objective: |Objective 3 |

| |The student will demonstrate the ability to analyze and critically evaluate culturally diverse |

| |written texts and visual representations. |

|FoCUS TEKS and Student Expectation: |19 Viewing/representing/interpretation. The student understands and interprets visual |

| |representations. The student is expected to: |

| |(B)   analyze relationships, ideas, [and cultures] as represented in various media |

|Supporting TEKS and Student Expectation: |19 Viewing/representing/interpretation. The student understands and interprets visual |

| |representations. The student is expected to: |

| |(C)   distinguish the purposes of various media forms such as informative texts, entertaining |

| |texts, and advertisements |

| |20 Viewing/representing/analysis. The student analyzes and critiques the significance of visual|

| |representations. The student is expected to: |

| |(B) deconstruct media to get the main idea of the message’s content |

| |(C) evaluate and critique the persuasive techniques of media messages such as glittering |

| |generalities, logical fallacies, and symbols |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Persuasive techniques |Most advertising is designed to connect a product or a service to a particular set of feelings. |

|Advertising |Advertising can sometimes affect behavior by convincing one to take action or to buy a product. |

|Audience |Ads are tailored for target audiences. Target audiences are determined by demographics – statistical |

| |characteristics of the population, including the tastes, occupations, and lifestyles of people in |

| |different geographic regions and age groups. |

|Logical fallacies |Logical fallacies, or errors in reasoning, may trick people who don’t examine an ad carefully. |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections

Show students Poster 1 advertising Lubriderm lotion. (See Poster Packet.) Ask students to tell the first thing they think of when they see the poster. Write their comments on the board.

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, modeling, discussion, reading, listening, viewing, etc.)

▪ Introduction: Explain that advertisers use many different techniques to appeal to the reader to persuade them to buy a product. Consumers should be aware of these techniques so that they make good purchasing decisions.

▪ Direct Instruction: Hand out Commonly Used Techniques in Media and discuss each technique with the class. After the discussion, hand out For Practice – Identifying Common Techniques and have students match advertisement types with the common techniques.

▪ Discussion: Once students are familiar with the techniques, display several of the posters in the packet, and lead a discussion over each advertisement. Make sure that students not only identify the techniques, but also tell how those techniques are used.

▪ Strategy: Introduce the strategy of deconstructing media by using Handout – Deconstruction Steps. Using another poster from the packet, model each step of the strategy by completing a think-aloud.

C. Guided activity or strategy

Divide students into pairs or small groups, and give each group a poster and a Deconstruction Steps handout. Circulate through the groups, and check for understanding. Once students have completed their analysis, ask for volunteers to present their findings to the class.

D. Accommodations/modifications

E. Enrichment

II. STUDENT PERFORMANCE

A. Description

Explain that these same persuasive techniques are often used not only for commercial advertisements, but also as political propaganda. For their independent assignment, each student will deconstruct two visual representations, both propaganda posters produced during World War II. The student then will analyze both representations for similarities and differences and will write an expository essay using comparison/contrast. In the essay, the student will identify main idea, purpose, and audience. The student also will evaluate the persuasive techniques used in the representations.

B. Accommodations/modifications

To modify this assignment, have the student deconstruct one of the two visual representations. Instead of writing a comparison/contrast essay, the student would write an expository essay based on the one representation.

C. Enrichment

As an enrichment exercise, have students create an advertising campaign for a major company. In the campaign, the students should identify and use specific persuasive techniques. Students could present the campaign in either video, electronic, or print formats.

iii. Assessment of Activities

A. Description

Students will be assessed on both the deconstruction and on the essay. Two separate grades could be given on these two segments of the assignment.

B. Rubrics/grading criteria

See the following:

Deconstructing Media Rubric

Writing Rubric

C. Accommodations/modifications

D. Enrichment

E. Sample discussion questions

1. How did the author use visual techniques in this representation?

2. What persuasive techniques are used?

3. How effective are the techniques?

4. What is the main idea of the representation?

5. What is the purpose?

6. Who is the intended audience?

IV. TAKS Preparation

A. Transition to TAKS context

B. Sample TAKS questions

1. This graphic is mainly about how to ---

F send kids to college

G drop a college class

H pay for college

J read a college catalog

From Spring 2006 TAKS

2. Who is the intended audience for this graphic?

A Teachers and principals

B University administrators

C Students in small school districts

D Parents of college-bound teens

From Spring 2006 TAKS

3. This graphic would most likely appear ---

F in a magazine

G on a billboard

H in a movie

J on television

From Spring 2006 TAKS

V. Key Vocabulary

Media, deconstruction, persuasion, glittering generality, logical fallacy, symbol, main idea, audience, purpose, propaganda

VI. Resources

A. Textbook

B. Supplementary materials

▪ Poster Packet

▪ Handout – Commonly Used Techniques in Media

▪ Practice Activity – Identifying Common Techniques

▪ Practice Activity – Identifying Common Techniques – Instructor’s Copy

▪ Handout – Deconstruction Steps

▪ Poster 1 – Warning! Our Homes are in Danger Now

▪ Poster 2 – Victory Waits on Your Fingers

▪ Instructor’s Notes – Posters 1 and 2

▪ Rubric – Deconstructing Media

▪ Rubric – Writing

▪ Instructor Resource - Media and Advertising Links

C. Technology

See attachment: Media and Advertising Links

| |

vii. FOLLOW UP ACTIVITIES

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

This lesson would be an excellent reinforcement of the study of World War II in social studies.

As a follow up activity, ask students to bring a visual representation to class and present their deconstruction analysis orally to the class.

VIII. Teacher Notes

Summary – TAKS Questions

|Grade |Test Year |Visual Representation |Question |TEKS |Skill |

|9 |2003 |Advertisement – |31 |19C |Purpose |

| | |Profit organization | | | |

| | | |32 |19B |Relationship |

| | | |33 |20B |Main idea – to ID audience |

|9 |2004 |Advertisement – |31 |20B |Main idea |

| | |Nonprofit organization | | | |

| | | |32 |20B |Main idea |

| | | |33 |20B |Main idea |

|10 |2003 |Chart – |26 |20B |Main idea |

| | |Plants as nutritious foods | | | |

| | | |27 |29B |Analyze ideas |

| | | |28 |19C |Purpose |

|10 |2004 |Cartoon |26 |19C |Purpose |

| | | |27 |19B |Ideas – generalization |

| | | |28 |20B |Main idea |

|10 |2004 |Advertisement – |26 |20C |Persuasive technique |

| |Make-up |Professional organization | | | |

| | | |27 |20C |Persuasive technique |

| | | |28 |19C |Purpose - conclusion |

|11 |2003 |Photograph – |26 |20B |Main idea |

| | |With caption | | | |

| | | |27 |20B |Main idea |

| | | |28 |20C |Persuasive technique |

|11 |2004 |Flyer – |26 |20B |Main idea |

| | |Discussion at mall | | | |

| | | |27 |20C |Persuasive technique |

| | | |28 |19B |Analyze ideas |

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