1 37 8p20 j/i language in-class culminating assignment...

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In-Class Culminating Assignment Table of Contents

• Unit Overview Planner

• Unit at a Glance chart

• Lesson plan 1 Intro to Media Literacy Triangle, by Sina Osunmakinwa • Lesson 1 Material • Lesson 1 Assessment tools "

• Lesson plan 2 Investigating the Text element, by Lindsay Henderson • Lesson 2 Material • Lesson 2 Assessment tools "

• Lesson plan 3 Investigating the Audience element, by LeAnne Mattis • Lesson 3 Material • Lesson 3 Assessment tools "

• Lesson 4 Investigating the production element, by Tanya Marques • Lesson 4 Material • Lesson 4 Assessment tools "

• Lesson 5 Thinking critically, by Melissa Hendriksen • Lesson 5 Material • Lesson 5 Assessment tools "

• Culminating Lesson, by Sina, Lindsay, LeAnne, Tanya and Melissa • Culminating Material • Culminating Assessment tools "

• References """""" """

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In-Class Culminating Assignment Collaborative Inquiry Unit Overview Planner "

Unit Inquiry Question: What media texts could be used to engage students in using the media triangle to explore body image? Unit Culminating Task: Students will

• After examining a variety of media texts on body image and media students will produce their own piece of media text on the message they wish to put forward about body image and the media.

• Students will work collaboratively on a piece of media text that they chose for this message and present it to the class.

• Students will demonstrate their understanding of the elements of the media literacy triangle and how each of the elements effects the message being delivered.

• Students will Students will be developing their own campaign to present a positive body image through a media literacy form of their own choice. (Commercial, info graphic, newspaper/magazine article, website). Students will look at the media triangle and relay their campaign to the text, audience and purpose. Students will develop a media literacy triangle relating to their text developed based on their campaign. "

Essential Understandings Language Grades 7: Big Ideas and Overall Expectations Language: Media Literacy Overall: 1. demonstrate an understanding of a variety of media texts 2. identify some media forms and explain how the conventions and techniques associated with them are used to create meaning 3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques Health and Phys-Ed Healthy Living Overall: C1. demonstrate an understanding of factors that contribute to healthy development; C2. demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being; C3. demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being """""""

� of �3 37Language Grades 7: Specific Expectations Language: Media Literacy Specific: 1.1 explain how various media texts address their intended purpose and audience 1.2 interpret increasingly complex or difficult media texts, using overt and implied messages as evidence for their interpretations 1.3 evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues, and/or experiences in media texts 1.4 explain why different audiences might have different responses to a variety of media text.s 1.5 demonstrate understanding that different media texts reflect different points of view 1.6 identify who produces various media texts and determine the commercial, ideological, political, cultural, and/or artistic interests or perspectives that the texts may involve 2.1 explain how individual elements of various media forms combine to create, reinforce, and/or enhance meaning. 2.2 identify the conventions and techniques used in a variety of media forms and explain how they help convey meaning and influence or engage the audience 3.4 produce a variety of media texts of some technical complexity for specific purposes and audiences, using appropriate forms, conventions, and techniques 3.1 explain why they have chosen the topic for a media text they plan to create and identify challenges they may face in engaging and/or influencing their audience 3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create , and explain why it is an appropriate choice 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. Healthy Living Specific: C1.1 describe benefits and dangers, for themselves and others, that are associated with the use of computers and other technologies C1.2 demonstrate an understanding of linkages between mental illness and problematic substance use, and identify school and community resources that can provide support for mental health concerns relating to substance use, addictions, and related behaviours C2.2 assess the impact of different types of bullying or harassment) on themselves and others, and identify ways of preventing or resolving such incidents C2.3 explain how preoccupation with body image can contribute to substance abuse, and demonstrate the ability to make informed choices about caring for their bodies C3.1 demonstrate an understanding of personal and external factors that affect people’s food choices and eating routines and identify ways of encouraging healthier eating practices C3.2 analyse the personal and societal implications of issues related to substance use and addictive behaviours """""""

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Unit Overview NOTE: Teachers will need to adjust the suggestions to address the learning needs of their students.

Subtask Lesson / Time

Essential Understandings Assessment

Lesson 1 "Intro to Media Triangle

45 minutes """""

Students will demonstrate what they already know about Media Literacy triangle and its elements. Using commercials they will examine the elements of the triangle and analyse what prior knowledge they already have coming to the table.

Diagnostic assessment of prior knowledge of the Media Literacy Triangle. Collect data from students by the answers given during questions throughout the lesson. What did you see or hear that you expected to? What surprised you? How was your attention grabbed? How was this like real life? How was it different? What was being sold? Consolidation How did the story help to grab your attention? What was being sold? From whose point of view was the story being told? Whose voice was missing from this story? How were the characters portrayed? What symbols were used, and how did they influence the

meaning of the commercial? What did you like about this? not like about this? How might you create something similar?

References http://themedialiterateteacher.weebly.com/3-bears.html

Lesson 2 "Text

85 minutes

Students will demonstrates knowledge of forms of text in relation to Media Literacy and how this effects the other elements of the Media Literacy Triangle. Students will apply understanding of forms of text and how the type of text changes the message to the audience and content of the message.

Annotated notes regards to the questions posed. Checklist for text piece production. Self-reflection exit card reflection. Key look fors: What is the message the piece of Text is trying to share? Who do you think the message is directed to? How effective is delivering the message in this matter? Who do you think is writing the message? Why did you chose to recreate your message using this form of text? How does this effect the other elements of the media literacy triangle; Audience and production?

References: • A guide to effective literacy instructions. • 4 Infographics on body image and media. • http://www.curatedcontent.com.au/2013/04/25/infographic-body-image/ • http://www.trishblackwell.com/tag/eating-disorder-infographic/ • http://www.nedc.com.au/body-image • http://visual.ly/what-really-happens-your-body-when-you-stop-exercising

Lesson 3 "Audience

85 mins Students will identify characteristics and components of various websites to help decide on or differentiate between target audiences

Students can use a website AUDIENCE venn diagram to help match the appropriate audience with the appropriate website

� of �5 37References • The Ministry of Health promotion (www.mhp.gov.on.ca/english/default.asp) • Pause to PLAY (www.pausetoplay.ca) • CG Kids Atlas Online at www.canadiangeographic.ca/ • Industry Canada's Trade Data Online at http://strategis.ic.gc.ca/sc_mrkti/tdst/engdoc/tr_homep.html

Lesson 4 "Production

85 mins """Students will be able to evaluate the effectiveness of the presentation ideas, information, themes, opinions, issues, and/or experiences in media texts. Students will be able to identify who produces media texts. Students will be able to explain how individual elements create, reinforce and enhance meaning in media texts. Student will be able to explain how media literacy [societal implications] can influence body image, and demonstrate the ability to make informed choices about caring for their bodies

I will be able to evaluate the effectiveness of the presentation ideas, information, themes, opinions, issues, and experiences of media texts I will able to identify who produces media texts I will be able to explain how elements create, reinforce and enhance meaning in media texts. I will be able to explain how media literacy influence body image and demonstrate the ability to make informed choices about caring for my body. Anecdotal Notes

References • Setting the stage Advertisement from 1939 (http://www.adbranch.com/tag/coca-cola-girl/) and 2013(http://

jamesdavis86.deviantart.com/art/Beyonce-Coca-Cola-Ad-368904838) • Kids Help Line: http://www.kidshelp.com.au/grownups/news-research/hot-topics/body-image.php • Nikon Commercial: https://www.youtube.com/watch?v=tz_K78Yd9uI • Nike Magazine Advertisement: http://mariophotographie.blogspot.ca/2013/05/adidas-advertorial-for-joy-magazine.html • Movie Advertisement- The Little Mermaid: http://www.fanpop.com/clubs/the-little-mermaid/images/18617517/title/little-

mermaid-movie-poster-photo • Time for Kids: http://www.timeforkids.com/news/danger-dessert/99091

Lesson 5 ""Perspectiv

e

85 mins """""

Using the media literacy triangle students will be able to use critical thinking skills to analyze the meaning of a variety of text forms from multiple perspectives.

Students will be able to use a media triangle to help identify how media literacy can suggest multiple perspectives depending on the audience. Anecdotal notes/observation on students participation in the activity, their understanding of the media triangle and whether or not they were successfully able to use critical thinking skills to analyze the meaning of the text. Teacher will record in Aligning lesson learning goals to student achievement chart. Teacher will focus on questions such as: did students participate in the activities by adding their ideas? Do students show understanding of the different components of the media triangle ? are they able to use critical thinking skills to find the messages behind the media piece?

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References • A guide to effective literacy instructions. • http://www.youtube.com/watch?v=Jgz4_G8p7TM • https://www.youtube.com/watch?v=AUuOJPxrZuk • https://www.youtube.com/watch?v=QXAjqy0J7Rg

Lesson 6 "Culminatin

g

3 X 45 min lessons

By creating a production of their own students will use critical thinking skills and their knowledge of the media triangle to communicate a positive message of body image.

Students will communicating a positive message on body image using an effective media text focusing on all the component of the media triangle. "-Questioning: Are students working collaboratively together? Are students showing a clear understanding of the media triangle? - Check-brick

• Positive body message is conveyed through a media text of their choice

• Uses various component of the media triangle to create an effective media text

References: • A guide to effective literacy instructions. • http://www.youtube.com/watch?v=_3agBWqGfRo&feature=youtu.be

� of �7 37Department of Teacher Education

Lesson Plan Template Subject/Course: English Language Lesson Topic:Media triangle Grade : 7 Teacher Candidate:Sina Osunmakinwa Lesson Duration : 80mins Date: Feb. 19,2014

Overall: 1. Demonstrate an understanding of a variety of media texts 2. Identify some media forms and explain how the conventions and techniques associated with them are used to create

meaning. Specific: 1. explain how various media texts address their intended purpose and audience 2. interpreted increasingly complex or difficult media texts, using overt and implied messages as evidence for their interpretation Integrated (if applicable): "Knowledge and Understanding / Thinking / Communication / Application

• Understand the meaning and component of media triangle K & U • know the relationship between text, audience and production in a media triangle K & U • understand how different kind of media text can be used to influence the audience in a media production A • understand that how different kind of media text can influence the purpose of a media production A • understand the variety of strategy used in a media text to engage the audience T "Indicator(s) of Lesson Learning Goals: • SWBAT use the media triangle to explain the relationship between text, audience and production in a media • SWBAT use media text to identify the kind of media. • SWBAT use media text to identify the values (point of view and message) of a media • SWBAT use media text to identify its target • SWABT identify strategy used in a media text to appeal to the target audience. • SWABT to identify the belief and who profit from the media production. • SWBAT make connections with the three bears commercials (Text to self, text to text and text to world)

b) Assessment Strategies and Tools: (Key Question: What will students be doing and what will I use to assess learning?) • Anecdotal record of student response, observation prior knowledge and comment. • Rubric for three bears commercial

Required teacher preparation/materials needed: smart board, computer, pencils, pen and paper.

1. Curriculum Expectations

2. Lesson Learning Goal(s) Key Question: What do I want students to know and be able to do?

3. Assessment Key Question: How will I know each student has learned the concept(s)?

4. Differentiated Instruction Key Question: What will I do to assist individual learners or provide enrichment for others?

Teachers sit with students or group who do not get the concept and give more explanation. Student to work in groups they are comfortable working with.

Accommodation and/or modification: Students watching three bear video 3times in order to give most students enough time to make connections.

Extension: Gifted students can work on other strategy of using the text to be more appealing to the audience

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Time 20min """"""""""""""""40min """"""""""""""""""""""20min

Setting the Stage: Explain to students that they will be viewing a commercial. Engage students in a brief discussion about what they already know about commercials (e.g. they are made to sell a product, they tell stories, they use catchy music). Ask students to turn to a partner and talk about a favorite commercial and to reflect upon what made those commercials so memorable. Next, ask students to comment on what they know about the story of the three bears. Explain that the commercial they are about to view uses the story of the three bears to convey its message. Ask students what they might expect to see or hear in the commercial, and what they think the commercial might be selling. Core Learning Activity: Have student watch the video http://themedialiterateteacher.weebly.com/3-bears.html After viewing the commercial, have students turn and talk with a partner about their reactions to it. Some questions to consider include:

• What did you see or hear that you expected to? • What surprised you? • How was your attention grabbed? • How was this like real life? • How was it different? • What was being sold?

Re-Viewing Have students re-view the commercial. This time, assign students to triads. Within each triad, have one student assigned to each of the MEDIA TEXT, AUDIENCE, and PRODUCTION arms of the media triangle for analysis. You may want to use the place mat to the right as a guide. (see attached) While students view the commercial for the second time, have them record their ideas in preparation for discussions - first with students assigned to the same arm of the media triangle, and then a second with the members of their triad. Triad discussions should focus on how information gained from analysis along the three arms influences the overall meaning that is conveyed and interpreted by the commercial. Lesson Consolidation/Debriefing with Students: Consolidation After having had triad discussions, have students watch the commercial for a third and final time. This final view serves as a consolidation of learning for students. They can put all of the pieces of information together and see how concepts from around the media triangle fit together to construct meaning. Students should then be encouraged to ask further questions for clarification and understanding. Questions might include:

• How did the story help to grab your attention? • What was being sold? • From whose point of view was the story being told? • Whose voice was missing from this story? • How were the characters portrayed? • What symbols were used, and how did they influence the

meaning of the commercial? • What did you like about this? not like about this? • How might you create something similar?

Differentiated Instruction ""

Use some prompt questions for students who did not get the concept """"""""""""""""""""""""""""""The place mat will help the student to place the idea on appropriate position """"""

Assessment Opportunities """

Record student responses for

future reference. """""""""""""""""""""""""""""""""""""""""

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What is this?

Was it like anything else you have seen before? Tell me about it.

Do you like this? Why?

Who might like this? Why?

Who might NOT like this? Why?

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Who made this?

Why was this made?

How was this made?

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RUBRIC FOR “THREE BEARS” COMMERCIAL (K-3) Name: _______________________________________ Date: ___________________________ Overall: _______

Criteria R Level 1 Level 2 Level 3 Level 4 Knowledge and Understanding: - identifies the purpose and intended audience of some simple media texts

Describes a commercial with very limited effectiveness: - unable to identify purpose - unable to identify intended audience

Describes a commercial with limited effectiveness: - with probing, identifies purpose (to sell something) - with probing, identifies intended audience (those who can drive)

Describes a commercial with some effectiveness: - identifies purpose (to sell something) - identifies target audience (those who can drive)

Describes a commercial with considerable effectiveness: - identifies purpose (to sell a particular product) - identifies intended audience (those who drive, wealthy people, younger people)

Describes a commercial with a high degree of effectiveness: - identifies purpose (to sell a particular product and the associated lifestyle) - identifies intended audience (young women, those who don’t like the larger Hummer vehicles)

Application: - compares media experience to own experiences

Makes connections between commercial and own experiences with very limited effectiveness: - unable to make connections (text-to-self, text-to-text, text-to-world)

Makes connections between commercial and own experiences with limited effectiveness: - with probing, makes one or two simplistic connections (text-to-self, text-to-text, text-to-world) “I read the story of the three bears once.” “My dad drives a car.”

Makes connections between commercial and own experiences with some effectiveness: - makes a few connections (text-to-self, text-to-text, text-to-world), some may be simplistic “Goldilocks took things from the bears, just like in the story.” “

Makes connections between commercial and own experiences with considerable effectiveness: - makes multiple connections (text-to-self, text-to-text, text-to-world), which are complex “The bears’ home was not at all like mine. They must be really rich. They may have won the lottery or something.”

Makes connections between commercial and own experiences with a high degree of effectiveness: - makes multiple connections (text-to-self, text-to-text, text-to-world), which are complex and demonstrate higher order thinking “Hummers cause a lot of pollution. When I grow up, I want to drive a ___ because they are better for the environment.”

� of �12 37"Department of Teacher Education

Lesson Plan Template Subject/Course Grade 7 Language Text Element of the Media Literacy Triangle Teacher Candidate: Lindsay Henderson Lesson Duration 2 45 minute blocks.

Overall: 2. identify some media forms and explain how the conventions and techniques associated

with them are used to create meaning;

3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

4. reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

Specific: 2.1 explain how individual elements of various media forms combine to create, reinforce, and/or enhance meaning

3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create

4.2 explain how their skills in listening, speaking, reading, and writing help them to make sense of and produce media texts

Healthy Living C2.2 assess the impact of different types of bullying or harassment) on themselves and others, and identify ways of preventing or resolving such incidents C2.3 Explain how preoccupation with b odd image can contribute to substance abuse and demonstrate the ability to make informed choices about caring for their bodies. C3.1 Demonstrate an understanding of personal and external factors that affect people’s food choices and eating routines and identify ways of encouraging healthier eating practices. "Knowledge and Understanding / Thinking / Communication / Application -Demonstrates knowledge of forms of text in relation to Media Literacy and how this effects the other elements of the Media Literacy Triangle. -Student applies understanding of forms of text and how the type of text changes the message to the audience and content of the message. ""a) Indicator(s) of Lesson Learning Goals: Students will be able to identify how choices in form of Text effect the other elements of the media literacy triangle. Students will be able to make choices in their own form of Text to present based on the type of message they want to get across. Students will be able to make statements reflecting their choice in form of Text and how this effects the other elements of the media literacy triangle. ""b) Assessment Strategies and Tools: (Key Question: What will students be doing and what will I use to assess learning?) Annotated checklist for student’s produced piece of text (infographic) Students will produce a reflection about the piece of text presented and how its form of Text is relevant and effects the other elements of the media literacy triangle.





Accommodation and/or modification: "Students will have choice as to what direction the topic of Body Image in the media. Students will be able to use the technologies necessary to assist them in creating their info graphic

Extension: Opportunities to add audio information and even video to the infographic if presented using technology.


Lesson Plan Template (p. 2) "Required teacher preparation/materials needed: "Instructional Plan

""

Time "15 min """""""""""""""45 """""""""""""""""""""45

Setting the Stage: In groups of 4-5 students will examine a piece of media text an info graphic on the topic of body image and influence of the media. Students will collaborate to come up with what they believe the success criteria of creating an info graphic. What is the message the piece of Text is trying to share? Who do you think the message is directed to? How effective is delivering the message in this matter? Who do you think is writing the message? "Core Learning activity: Students will present the info graphic they were assigned to the rest of the class. They will evaluate the element of Text and how this message was or wasn’t effectively delivered based on its form of text (infographic) Students may suggest another form of text that might have been more suitable. "Secondly students will need to determine another way that this message could be delivered using a different form of text. (a commercial, a magazine ad, a news broadcast, youtube video etc) "Students will be given time to recreate the message of their info graphic using another form of text. "Lesson Consolidation/Debriefing with Students: Students will share their modified version of the text to the class and give a short reflection of why they thought this would be another efficient way to deliver this message.

Differentiated Instruction """""""""If necessary

students can be assigned roles; data collector,

presenter, technician (in charge of IT) Writer, editor

etc.

Assessment Opportunities ""

Annotated notes regards

to the questions

posed. """checklist for

text piece production. """""""""""

Self-reflection exit card

reflection. "

Apply new learning: In class / At home Students will consider their choice in form of text for producing the culminating product, a form of media text that will represent their own Body Image message.

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Assessment tools for Lesson on Text Element of Media Literacy Triangle.

Infographic Critical AnalysisQuestion Response

What is the message the piece of Text is trying to share?

Who do you think the message is directed to?

How effective is delivering the message in this matter?

Who do you think is writing the message?

Assessment of Media Text "1. Student created a new piece of media text to present the message of the info graphic. 2. Student was able to communicate how changing the form of text effected the production and audience of

the piece of text.

Exit Card Reflection 1. Why did I chose to use this form of Text to reproduce this message? ______________________________________________________________________________________ ______________________________________________________________________________________ "2. Was it effective and how did it have an impact on the audience and production of the piece of text? ______________________________________________________________________________________ ______________________________________________________________________________________

� of �17 37""Subject/Course: Media Literacy Lesson Topic: Target Audiences Teacher Candidate: LeAnne Mattis Lesson Duration: 50 mins Date: February 19th, 2014 "Overall: 1. demonstrate an understanding of a variety of media texts 2. identify some media forms and explain how the conventions and techniques associated "Specific:

1.1 explain how a variety of media texts address their intended purpose and audience; 1.4 explain why different audiences might have different responses to media texts; 2.2 identify the conventions and techniques used in some familiar media forms and explain how they help convey

meaning and influence or engage the audience; "

Knowledge and Understanding / Thinking / Communication / Application "Students will identify characteristics and components of various websites to help decide on or differentiate between target audiences "

a) Indicator(s) of Lesson Learning Goals: Success Criteria must match learning goals. "I can use a website AUDIENCE venn diagram to help me match the appropriate audience with the appropriate website "b) Assessment Strategies and Tools: (Key Question: What will students be doing and what will I use to assess learning?) --Diagnostic Assessment initially during class engagement mini-discussion concerning students’ favourite websites and why? --Checklist for venn diagram Activity ""

Required teacher preparation/materials needed: --Website venn diagram sheets --Checklist for venn diagram --Chart paper for initial brainstorm with students


2. Lesson Learning Goal(s) Key Question: Teacher: What do I want students to know and be able to do? Student: What will I be learning?

3. Assessment Key Question: Teacher: How will I know each student has met the learning goal(s)? Student: How will I know that I have met the learning goal(s)?


Accommodation and/or modification: "--Weaker students would be given the opportunity to work with a buddy.

Extension: "--Gifted students would be given opportunities to answer guiding questions of more specificity (eg. Particularly which kind of girls or which kind of boys would be interested in…?)

� of �18 37"Instructional Plan

""""

Time "5-10mins """"10-15 mins """"""""""""15-20 mins

Setting the Stage: "• Activate students’ prior knowledge by posing the following

question: “What are your favourite websites and why?” • List names of sites and reasons why on a T-Chart. ""

Core Learning Activity: "• Two websites offering the same content to different

audiences will be compared using a Venn diagram. Using the Guiding Questions from the AUDIENCE side of the Media Triangle, record similarities and differences between the following two websites: ---the Ministry of Health promotion (www.mhp.gov.on.ca/english/default.asp)

---Pause to PLAY (www.pausetoplay.ca) "" Lesson Consolidation/Debriefing with Students:

• Students are to be assigned 2 pre-selected websites to view and compare. The teacher will have students compare CG Kids Atlas Online at www.canadiangeographic.ca/cgkidsatlas/market.asp with Industry Canada's Trade Data Online at http://strategis.ic.gc.ca/sc_mrkti/tdst/engdoc/tr_homep.html

• The students will practice recording similarities and differences on the venn diagram that had been passed out to them

• The teacher will initiate a sharing session for student findings and will collect the venn diagrams after.

• The teacher will remind students of the importance of keeping audience in mind especially when they begin to work on the end of unit task (ie. the culminating activity where they will need to create a media presentation for a positive body image campaign)

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Differentiated Instruction

Assessment Opportunities """""""""""""""""""""

--Checkbrick will be applied

� of �19 37Assessment Tools: "Student names:

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Criteria

Did the students: • label each circle with the name of the website? "• address each Guiding Question and place the information in the appropriate circle? Why do you like it? Would your parents like it? Why? Would your friends like it? Would you visit this website? Who else would want to visit it? Would you bookmark this website? "• find anything that was common to both sites and place it in the middle part of the Venn diagram? "•provide evidence to support why they placed the in formation where they did on the Venn diagram? "• identify the target audience for each website? "

YES NO

� of �20 37""Website AUDIENCE Venn diagram ""

! ""Target Audience:___________________ Target Audience: ______________ """""""""""""""""""""""""

� of �21 37Finding Audience of a Media Text "

As you and your partner navigate through the websites, answer the following questions to help you identify a target audience: "Why do you like this website? """""Would your parents like it? Why? """"""Would your friends like it? """""Would you visit this website? """""""Who else would want to visit it? """"""Would you bookmark this website? " """""""""


Lesson Plan Template Subject/Course: Grade 7 Language: Media Literacy Lesson Topic: Production: Affect on Body Image Teacher Candidate: Tanya Marques Lesson Duration: 85 min [1 Period] Date: February 19th, 2014 "Overall: 1. demonstrate an understanding of a variety of media texts 2. identify some media forms and explain how the conventions and techniques associated with them are used to create Meaning

4. reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

Specific: 1.3 evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues, and/or experiences in media texts. 1.6 identify who produces various media texts and determine the commercial, ideological, political, cultural, and/or artistic interests or perspectives that the texts may involve. 2.1 explain how individual elements of various media forms combine to create, reinforce, and/or enhance meaning. 4.1 identify what strategies they found most helpful in making sense of and creating media texts, and explain how these and other strategies can help them improve as media viewers/ listeners/producers

Integrated: " C2.3 explain how preoccupation with body image can contribute to substance abuse, and demonstrate the ability to make informed choices about caring for their bodies C3.2 analyse the personal and societal implications of issues related to substance use and addictive behaviours "Graduated Expectations of the Ontario Catholic School

- Effective communicator - Reflective and creative thinker - Self directed, responsible, life-long learner - Collaborative contributor "

Knowledge and Understanding / Thinking / Communication / Application KU: Students will be able to evaluate the effectiveness of the presentation ideas, information, themes, opinions, issues, and/or experiences in media texts. KU: Students will be able to identify who produces media texts. C: Students will be able to explain how individual elements create, reinforce and enhance meaning in media texts. C: Student will be able to explain how media literacy [societal implications] can influence body image, and demonstrate the ability to make informed choices about caring for their bodies "Indicator(s) of Lesson Learning Goals: - I will be able to evaluate the effectiveness of the presentation ideas, information, themes, opinions, issues, and experiences of media texts -I will able to identify who produces media texts -I will be able to explain how elements create, reinforce and enhance meaning in media texts. -I will be able to explain how media literacy influence body image and demonstrate the ability to make informed choices about caring for my body. "b) Assessment Strategies and Tools: (Key Question: What will students be doing and what will I use to assess learning?) Observation/ Anecdotal




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Required teacher preparation/materials needed: -Setting the stage Advertisement from 1939 (http://www.adbranch.com/tag/coca-cola-girl/) and 2013(http://jamesdavis86.deviantart.com/art/Beyonce-Coca-Cola-Ad-368904838) -Markers -Chart Paper -Core activity: • Kids Help Line: http://www.kidshelp.com.au/grownups/news-research/hot-topics/body-image.php • Nikon Commercial: https://www.youtube.com/watch?v=tz_K78Yd9uI • Nike Magazine Advertisement: http://mariophotographie.blogspot.ca/2013/05/adidas-advertorial-for-joy-magazine.html • Movie Advertisement- The Little Mermaid: http://www.fanpop.com/clubs/the-little-mermaid/images/18617517/title/little- mermaid-

movie-poster-photo • Time for Kids: http://www.timeforkids.com/news/danger-dessert/99091 "Instructional Plan ""


Accommodation and/or modification: -Provide media type based on students skill level -Provide questions/ images for individual students to be able to analyze ahead of time. -Provide time for students to analyze media text [Think/ pair/ share].

Extension: -Students are able to view more than one type of media text -Students are able to use media production techniques to create a positive image -Provide leadership role in groups.

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Time """20 min """"""""""""""""""""""45min """""""""""""""""20min ""

Setting the Stage: -Teacher will place two advertisements on the board, which advertise the same item or brand, from different time periods. [Coca-cola advertisement 1939 (http://www.adbranch.com/tag/coca-cola-girl/) and 2013 (http://jamesdavis86.deviantart.com/art/Beyonce-Coca-Cola-Ad-368904838)]. -Teacher will ask students to compare the two advertisements. Teacher will encourage students to activate prior knowledge of previous lesson on audience and type of texts [allowing the opportunity for students to review concepts]. Prompt Questions: - What strategies have you used to help you understand the media texts? -What is the intended message or purpose of the media texts? - How does the year of when the advertisement was made Influence/ not influence the message? - What kind of media text are these examples? - Who is the intended audience of each media text? How do you know? - Remind students that our theme this unit is body image/ self esteem: Are there any stereotypes? Are the stereotypes the same or different? How does the stereotypes influence the audience? Does it impact body image of young individuals? -Students may lead the conversation into the various questions; allow opportunity for students to explain their thinking. -Teacher will lead students into a discussion on PRODUCTION of media texts. [Activate prior knowledge: students have studied the media triangle, however lead discussion into a deeper level through critical analysis]. -Teacher will write PRODUCTION on a chart paper, and place examples of production of media texts. [Ask student to be a writer]. Prompt Questions: - What is the definition of production? Provide examples. [Teacher will write examples on chart paper and continue to Add through discussion] - What are some important elements to look at when someone develops a media text, such as the two different advertisement provided? [ Student’s may provide examples that lead/ answer various prompt questions]. - Who produced these media text? - How were these text made? - What has the producer done to grab the viewer’s attention? - How do producers enhance messages/ meanings? - How is this media text sold to the public? Who profits? - What rules or laws did the producer have to follow? Would the rules be the same from the different time periods? [Copyright] - How has body image changed from the different time periods? -How does the production of media text’s influence body image and healthy living of people in society? -How could you create a similar text but change the perspective of the media text to reflect a different message? -Teacher will provide students with a chart paper that have the questions/ elements of production. Chart paper is able to be placed on the board for students to be able to review. Core Learning Activity: -Teacher will place students into groups and provide each group with markers, and a chart paper. -Teacher will provide different media texts to each group[ newspaper, magazine advertisement, tv commercial, movie ad] and ask students to analyze the different media texts focusing on production and the impact on body-image and self esteem. -On the chart paper, students will place the elements of production, the effect on body image/ self-esteem, and how they could change the production to develop a different perspective of the message. -Teacher will navigate around the classroom to observe the conversations on the different elements of production, and the effect on body-image and self-esteem. -Teacher will assure to prompt questions: - What strategies have you used to help you understand the media texts? -How does the production of media text’s influence body image and healthy living of people in society? -How could you create a similar text but change the perspective of media text to reflect a different message? Debrief: Each group will present the different media texts, and the different productions used to develop the media text. In addition, the effect production has on the presentation of body-image/ self-esteem in the media text. Further, how to change the production to create a positive self body image. [healthy eating, exercise, different sizes]. -Through presenting the variety of media texts students will be able to gain an understanding of production from different perspectives. -Prompt question: Why is it important to know how media texts are produced? Are there stereotypes or bias in media production? Why?

Differentiated Instruction """

-Provide time for students to analyze the images "-Assure images are large or provide individual images. ""-Provide the questions on the board to provide the opportunity for students to think about the questions ahead of time. [think/ pair/ share]. """""""""- Provide the questions on the board to provide the opportunity for students to think about the questions ahead of time. [think/pair/ share]. """""""""

Assessment Opportunities """"""""""

Anecdotal: Are students able to use prior knowledge to evaluate the effectiveness of a media text? """"""""""""- Anecdotal: Are students able evaluate the effectiveness of the presentation ideas, information, themes, opinions, issues, and experiences of media texts? "Anecdotal: Are students able to identify who produced the text? ""

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Materials: "Setting the Stage "

�� ""

! """"

� of �26 37"Lesson:____________________________ Date:__________________________ "

Anecdotal Notes: Media Production "Focus:

• Students are able to evaluate the effectiveness of the presentation ideas, information, themes, opinions, issues, and experiences of media texts

• Students are able to identify who produces media texts • Students are able to explain how elements create, reinforce and enhance meaning in media texts. • Students able to explain how media literacy influences body image and demonstrate the ability to make informed choices about

caring for my body "

"""

Students Name Observations

""""""""""""""""""""""""


Lesson Plan Template Subject/Course: Language- Media literacy grade 7 Lesson Topic: different perspectives Teacher Candidate: Melissa Hendriksen Lesson Duration : 45min Date: "Overall: 1. demonstrate an understanding of a variety of media texts Specific: 1.4 explain why different audiences might have different responses to a variety of media texts 1.5 demonstrate understanding that different media texts reflect different points of view 1.6 identify who produces various media texts and determine the commercial, ideological, political, cultural, and/or artistic interests or perspectives that the texts may involve Integrated (if applicable): C3.2 analyse the personal and societal implications of issues related to substance use and addictive behaviors C2.3 explain how preoccupation with body image can contribute to substance abuse, and demonstrate the ability to make informed choices about caring for their bodies "Knowledge and Understanding / Thinking / Communication / Application -Using the media literacy triangle students will be able to use critical thinking skills to analyze the meaning of a variety of text forms from multiple perspectives. "

a) Indicator(s) of Lesson Learning Goals: -Students will be able to use a media triangle to help identify how media literacy can suggest multiple perspectives depending on the audience b) Assessment Strategies and Tools: (Key Question: What will students be doing and what will I use to assess learning?) -Anecdotal notes/observation on students participation in the activity, their understanding of the media triangle and whether or not they were successfully able to use critical thinking skills to analyze the meaning of the text. Teacher will record in Aligning lesson learning goals to student achievement chart. Teacher will focus on questions such as: did students participate in the activities by adding their ideas? Do students show understanding of the different components of the media triangle ? are they able to use critical thinking skills to find the messages behind the media piece?

Required teacher preparation/materials needed: Assess to computer/YouTube, sticky notes.





Accommodation and/or modification: "-Consider extra time for students who may require it. "-Provide individual technological devices to students who may need to watch the video a few times over. "-Allow students to present their findings in a way that is beneficial for them (instead of displaying their thought on chart paper they could re-enact the commercial ).

Extension: "- In partners, students could take their gained knowledge in advertising and recreate the chosen advertisement, exposing its hidden messages Or cut and paste a magazine advertisement onto poster-board highlighting and exposing its hidden messages. "-Students could also post their recreated/exposed advertisements in the hallway to help other students realize the importance of reading them critically.

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Time 10mins """""""""""35mins """"""""""""""""""""15mins

Setting the Stage: -Teacher will show a short video clip representing body image, only showing it once . This is so students cannot analyze or think about it at a deeper level but rather are able to tell the first interpretation that comes to mind from watching it . Anonymously, on a sticky note, students will write down the meaning that they have gotten from viewing that piece of media. Teacher will write the word perspectives on the board and students will then place their sticky not with their interpretation around the word. The teacher will then read aloud to the class the different perspectives taken from the class. Teacher will show to the students how many different ideas and perspectives can come from the same piece of media. Teacher will ask questions such as: How do we know which perspective is right? What was the actual message the media piece was trying to convey? What could media pieces like this do to someone’s self-esteem? Core Learning Activity: Teacher will explain that many advertising companies spend a ton of money to tell us how to think. For this lesson, students will begin to analyze messages in advertisements from multiple perspectives using the literacy triangle. Students will discover that advertising is a construction that preys on our insecurities, presents false hope, and reinforces stereotypes to try and convince us we need to buy something. Adolescents are increasingly self-conscious about their physical appearance. Students will view the following two advertisements https://www.youtube.com/watch?v=AUuOJPxrZuk https://www.youtube.com/watch?v=QXAjqy0J7Rg In groups students will be provided with a handout with guiding questions on it that follow the structure of the media literacy triangle. Each group will have to take on a different perspective and analyze one of the previous media pieces (their choice of the two) as if they were that person. Some examples of different perspectives would be a marketing company, a scientist trying to give information on healthy body image, a parent). Students will organize their ideas onto graph paper and share with the class how their assign ‘perspective’ would view the add. Once this is done all students will repeat the process but from the perspective of a adolescent girl or boy. They will identify the literal message as well as the hidden message within the media piece they viewed. Lesson Consolidation/Debriefing with Students: Teacher will explain that all media is a construction. Everything in the media is done intentionally and advertisement choices are specific. Ask the students "How does advertising use our insecurities to convince us that we need a product?" Teacher will explain that we need to be critical of the media because there is always a deeper, hidden message. Teacher will show the class the following YouTube clip: http://www.youtube.com/watch?v=Jgz4_G8p7TM The clip discusses how the media is a major contributing factor to people of all ages being uncomfortable and unhappy with a perfectly healthy and normal body and what people will do to feel like they are normal and accepted in the society. The teacher will discuss that everyone is built different and uniquely by God and that not everyone is meant to look the same or be skinny or to be tall. To conclude, teacher will ask students some questions: what can you do to stop the trends and habits seen in the video that people develop as a response to the media? Despite what the media portrays how can we help others realize that these are unrealistic expectations of what people are supposed to look like/do?

Differentiated Instruction "

-Direct certain questions to specific students. """""""-Post anchor charts and visual schedules of the media literacy triangle on the walls of the classroom to act as a reminders for students to refer to. "-Strategic grouping based on students ability. """""""""-Direct certain questions to specific students/

Assessment Opportunities "

-Observation/ anecdotal notes: did students participate in the activities by adding their ideas and perspectives? """"-Observation/ anecdotal notes: Do students show understanding of the different components of the media triangle ? are they able to use critical thinking skills to find the messages behind the media piece? """"""""""-Observation/ anecdotal notes

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Media Triangle " "Guiding Questions: "Media Text

• What type of text is this? • What is it used for? • What colours or shapes do you see? • Who may the intended audience be

Production • Who makes this? • Where is it made? • Where might you buy it? • How much do you think it costs? • Have you seen a commercial for it? Where? • How has this advertisement drawn you in as a viewer?

Audience • Do you like it? Why? • Would you buy it? • Who else would like it or not like it? ""

"What is the advertisement saying literally? What is not

being said? What is the hidden/underlying/deeper message?

""""

Apply new learning: In class / At home -Students can apply the critical thinking skills that they have learned throughout this lesson and the other lessons within the unit to be able to critically analyze the ads, commercials etc. that they view in their daily lives to look past the ideas and meanings that are portrayed within the ad. "

"

� of �30 37Aligning lesson learning goals to student achievement chart "

Grade:7 Subject: Language and Physical Education Strand: Media Literacy Learning Goals:

• #1: Student participates in activity and contributes their ideas/perspectives. • #2: Student shows clear understanding of the media triangle. • #3: Student uses critical thinking skills to find the hidden massage within media pieces. "

"""""""""""""""""""""""""""""""""

Student Name Learning goal #1 Learning goal #2 Learning goal #3 Comments

""""""


Lesson Plan Template Subject/Course: Language- Media Literacy: Grade 7 Lesson Topic: Culminating Activity Teacher Candidate: Melissa, Lindsay, Tanya, LeAnne, Sina Lesson Duration : 3x 40 mins Date: "Overall: "1. demonstrate an understanding of a variety of media texts 2. identify some media forms and explain how the conventions and techniques associated with them are used to create meaning 3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques "Specific: "1.1 explain how various media texts address their intended purpose and audience 1.2 interpret increasingly complex or difficult media texts, using overt and implied messages as evidence for their interpretations 1.3 evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues, and/or experiences in media texts 1.4 explain why different audiences might have different responses to a variety of media text 1.5 demonstrate understanding that different media texts reflect different points of view 1.6 identify who produces various media texts and determine the commercial, ideological, political, cultural, and/or artistic interests or perspectives that the texts may involve 2.1 explain how individual elements of various media forms combine to create, reinforce, and/or enhance meaning 3.4 produce a variety of media texts of some technical complexity for specific purposes and audiences, using appropriate forms, conventions, and techniques 3.1 explain why they have chosen the topic for a media text they plan to create and identify challenges they may face in engaging and/or influencing their audience 3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create , and explain why it is an appropriate choice 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 ""Integrated (if applicable): C1.1 describe benefits and dangers, for themselves and others, that are associated with the use of computers and other technologies C2.3 explain how preoccupation with body image can contribute to substance abuse, and demonstrate the ability to make informed choices about caring for their bodies "Knowledge and Understanding / Thinking / Communication / Application "- By creating a production of their own students will use critical thinking skills and their knowledge of the media triangle to communicate a positive message of body image. "

a) Indicator(s) of Lesson Learning Goals: "




� of �32 37- Students will communicating a positive message on body image using an effective media text focusing on all the component of the media triangle. "b) Assessment Strategies and Tools: (Key Question: What will students be doing and what will I use to assess learning?) -Questioning: Are students working collaboratively together? Are students showing a clear understanding of the media triangle? - Check-bric

• Positive body message is conveyed through a media text of their choice • Uses various component of the media triangle to create an effective media text • """""

"Required teacher preparation/materials needed: -Technology to show video (computer), check-bric and handouts.


Accommodation and/or modification: -Students are provided with multiple choices on the text they can choose as well as a variety of possible topics to create their media text . -Log ensures that each student has a role and contributes to the assignment. "

Extension: -Students could focus on how to deliver their message to a variety of different audiences. Right now they are focusing on their age group so they would be asked to widen their audience while still keeping the positive message. -Students could make it a campaign across the school with their media text as the center to promote a positive body image.

� of �33 37Instructional Plan

"""""""""

Time

Setting the Stage: -Teacher will show a video clip: http://www.youtube.com/watch?v=_3agBWqGfRo&feature=youtu.be on positive body image. Teacher will ask students what message is being conveyed here. Teacher will ask students to think back to all the negative messages that they have viewed in previous lessons. The teacher will ask students which message that they would want to portray. Teacher will explain that this is their opportunity to create messages that they would want their generation to feel comfortable watching. On the board the teacher will list variety of different media texts (newspaper, commercial, info-graphic, magazine advertisement). Students will be asked to write their under the media text that they would feel comfortable producing. This will provide the opportunity for blended learning and create the groups for the culminating activity. "Core Learning Activity: -Students will work collaboratively in groups to research a message that they want to portray about positive body image. Teacher will provide a variety of possible topic such as healthy eating, mental illness, drug and alcohol abuse, personal health. If students want to do a topic other than the ones listed by the teacher, they must confirm with the teacher before proceeding. Teacher will provide the students with a check-bric so that they are able to meet the success criteria. Teacher will inform students that they must focus on the media triangle discussed in previous lessons. Students will be provided time to work collaboratively as a group to complete their media text. Teacher will provide students will a daily group recording log and explain it so that they can track their progress and group collaboration at the end of each day. As students work, the teacher will navigate to ensure that students are on task and able to monitor students’ progress. " Lesson Consolidation/Debriefing with Students: -Students will present their media text to the class. The audience will be required to discuss what components of the media triangle were used within the production to make it successful and the message that was portrayed. They will be provided with a guideline called audience perspective that helps students with active participation and engagement.

Differentiated Instruction "

-Students are provided with the opportunities to choose a text that they feel comfortable using. """"""-Log ensures that each students can contribute their ideas and input into the lesson. -A variety of possible topics are provided to meet the different needs of students. """"-A variety of different production methods are provided.

Assessment Opportunities "

-Questioning and anecdotal notes: Are students willing to work together? """"""""-Anecdotal notes/ observation: Are students working collaboratively together and sharing their ideas? Are they showing an understanding of the different parts of the media triangle while creating the media text? ""-Check-bric

Apply new learning: In class / At home - Students can apply the production skills that they learned throughout the culminating activity to analyze how media is produced to deliver a message either positive or negative within their daily lives. "

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DAILY GROUP LOG Group Members: ________________________________________________________________________________________________________

""

Date Collaboration LogDay 1: "

""""""

Day 2: """"""

Day 3: """""

� of �35 37"""Name: . Date: .

Audience Perspective Group Text Audience Production

"""

"""

"""

� of �36 37"Check-Bric

Name:_____________________________________ Date:______________________________________ "

"""""""""""""""

Criteria 1 2 3 4 Comments

Students clearly use the conventions of the media triangle (production, text and audience).

Media text effectively presents the information (theme, opinion, issues and experineces)

Uses appropriate forms, conventions, elements and techniques to deliver a message.

Identifies purpose and intended audience within the media text.

Media text clearly portrays a positive message on body image.

� of �37 37""References !"

AdidasRunning, Adidas David Beckham: climacool® revolution, (2012.). Retrieved from https://www.youtube.com/watch?v=AUuOJPxrZuk "Blackwell, Trish, Eating Disorder Infographic, 2013 Retrieved from http://www.trishblackwell.com/tag/eating-disorder-infographic/ "Chanthabedandith, P., Body Image & The Media, (2103).Retrieved from https://www.youtube.com/watch?v=Jgz4_G8p7TM "Curated Content, Infographic body image, 2013 Retrieved from http://www.curatedcontent.com.au/2013/04/25/infographic-body-image/ "Deviant Art website 2013(http://jamesdavis86.deviantart.com/art/Beyonce-Coca-Cola-Ad-368904838) "DoveUnitedStates, Selfie, (2014). Retrieved from http://www.youtube.com/watch?v=_3agBWqGfRo&feature=youtu.be "Government of Ontario, A guide to effective literacy instruction Grades 4-6,(2008).ISBN 1-4249-0250-9(Vol7), Queens Printer for Ontario. "Kids Help Line: http://www.kidshelp.com.au/grownups/news-research/hot-topics/body-image.php "The Little Mermaid: http://www.fanpop.com/clubs/the-little-mermaid/images/18617517/title/little- mermaid-movie-poster-photo "Micheal Kors, Introducing Spring 2013 Sneakers, (2013). Retrieved from https://www.youtube.com/watch?v=QXAjqy0J7Rg "Ministry of Education, Ontario Curriculum Grades 1-8 Language (2006). Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf "The Ministry of Health promotion (www.mhp.gov.on.ca/english/default.asp) "National Eating Disorders Collaboration, Infographic: Body Image and Eating Disorders 2013 Retrieved from http://www.nedc.com.au/body-image "Nike Magazine Advertisement: http://mariophotographie.blogspot.ca/2013/05/adidas-advertorial-for-joy-magazine.html "Nikon Commercial: https://www.youtube.com/watch?v=tz_K78Yd9uI "Pettigrew, K. Media Literacy; ASCD Annual conference 2010 ,(2010). Retreived from http://themedialiterateteacher.weebly.com/uploads/1/3/0/6/13062114/media4_triangle.pdf "Setting the stage Advertisement from 1939 (http://www.adbranch.com/tag/coca-cola-girl/) "Simply Supplements, What really happens when you stop exercising, 2012. Retrieved from http://visual.ly/what-really-happens-your-body-when-you-stop-exercising "Time for Kids: http://www.timeforkids.com/news/danger-dessert/99091 "http://themedialiterateteacher.weebly.com/3-bears.html ""CG Kids Atlas Online at www.canadiangeographic.ca/ Industry Canada's Trade Data Online at http://strategis.ic.gc.ca/sc_mrkti/tdst/engdoc/tr_homep.html "http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf """

1 37 8p20 j/i language in-class culminating assignment...

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