grade 5 cgraphic novels - the director's...
TRANSCRIPT
Dear Educator,
We!re playing with appearance! We!re inviting you to engage in the world of media on your terms! Learn how media messages are constructed both mechanically and symbolically. And then learn to make your own media messages about beauty beyond the obvious. Explore current concepts of male and female beauty and what it means to "fit in!. Join us on this journey of self discovery and build understanding and resilience towards negative messaging in students and in the schoolyard. Using current media literacy curriculum, direct your way into counter-culture fun and learning. Included is a comprehensive curriculum package with assessments and evaluations. Created by the National Eating Disorder Information Centre's (NEDIC) team of award winning writers and generously supported by the Dove Self Esteem Fund, presented by The Director!s Cut, we understand and deliver on your classroom needs. Experiences gained from interactive curriculum such as NEDIC's Real Me Experience (http://www.realme.ca) and Love Yourself badge written for Girl Guides of Canada, Beyond Images meets students where they're at and takes them further....
The following curriculum document is to be used prior to your scheduled visit from The Director!s Cut team. The document is split into 4 lessons, each with a unique discussion and activity. Please note that the focus of these lessons is to prepare students to critically engage in their media day to help them produce specific media about their learning and understanding of themselves, consumerism and media around them.
Important notes*
*Lessons that ask you to apply media and learning - i.e. A photo essay, video PSA can be done at your discretion. The Director!s Cut media day will promote this area of the curriculum and learning on the day of our visit to your classroom.
Questions about the delivery of the curriculum can be forwarded to [email protected]
Thank you in advance for the opportunity to work with your classroom.
Lear
ning
Org
aniz
er G
rade
5 L
esso
n 1-
2
Frie
ndsh
ip A
ds
Whi
ch o
ne is
a P
SA
? W
hich
one
is a
for-
prof
it ad
? H
ow d
o yo
u kn
ow?
How
are
thes
e tw
o ad
s di
ffere
nt fr
om e
ach
othe
r? H
ow a
re th
ey th
e sa
me?
Learning Organizer Grade 5 Lesson 1-1
** paste your for-profit magazine ad here **
Source: http://www.wvec.k12.in.us/wrm/Teen%20Health/Wellness/TM%20PSA%20Advertising.pdf
1
2
Lesson 1: The message IS the medium Grade: 5 Lesson Summary During this lesson, students will have the opportunity to distinguish the difference between a public service announcement (PSA) and a for-profit commercial. Within the learning, students will be able to discuss and reflect on how advertising affects our body-image and self-esteem and create a message/slogan to share with others that might contradict mainstream media messaging on the topic. Teacher Message This unit will focus on PSAs and the impact that these advertisements have on shaping views of ourselves and strengthening our self-image and self-esteem. There are so many messages that engulf our students and it is important to have the students critically examine the voices and what they represent. This first lesson helps to set out a definition for the different ads to allow for greater student understanding. The collage ties in those messages, by allowing students to examine the magazine ads and create a slogan/message of their own. This helps build critical skills that not only have the students analyzing media, but creating it as well. Materials chart paper markers pencils glue, scissors blank paper magazines book: What Is Beautiful? by Etan Boritzer – ISBN 978-0-9637597-7-1 Learning Organizer Learning Organizer 1-1 Learning Organizer 1-2 Assessment Tool Assessment Tool Lesson 1 Curriculum Expectations Media Literacy Purpose and audience Explain how a variety of media texts address their intended purpose and audience. Producing media texts Produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques. Visual Arts Creating and presenting Use elements of design in art works to communicate ideas, messages, and understandings. Teacher prompts: “What images will you select and will they symbolize something in your design?” “What is the message of your work, and how has it been conveyed to the audience?”
Writing Developing and organizing content Generate ideas about a potential topic and identify those most appropriate for the purpose. Lesson Outline Inspiration – How will I engage the students? 1. To begin the work for this unit, a distinction needs to be made between PSAs and
commercial advertisements (for-profit). Look through a magazine to find an example of a two-dimensional advertisement to use as a for-profit example, preferably depicting an image on the theme of friendship, to go with the PSA example below.
The following link is an example of a two-dimensional image to use as a PSA: ! http://www.wvec.k12.in.us/wrm/Teen%20 Health/Wellness/TM%
20PSA%20Advertising.pdf 2. Show students a copy of Learning Organizer 1-1 - if possible, shrink and paste the for-profit
advertisement that you found onto the learning organizer, so that you have both on one page.
3. In small groups, students will determine which one is a PSA and which one is a for-profit advertisement. They are to brainstorm, as a group, the differences between the two types of advertisements using Learning Organizer 1-2. Again, it would be helpful to shrink and paste the ad onto the venn diagram so that your students have the image right there.
4. Ask groups to include information about how they know which is which by giving proof or examples.
5. Circulate to see who is working well and who needs some encouragement. After about 10 minutes of brainstorming, bring the groups back to the larger class to share their findings. Record a class summary of the findings on chart paper as information is shared.
6. When all groups have shared, ask students to define the two types of advertisements: PSA - selling a message; to teach/share information For-profit - selling a product; to make money
Facilitation – How will I teach the concepts and prepare the students? 7. To prepare students to connect the work to the topic of body-image and self-esteem, read
What Is Beautiful? by Etan Boritzer to the class - this book is filled with questions about what is beautiful and who defines beauty; it is a great discussion piece to use with students to challenge their notions of beauty.
8. This activity would be best if students sat at their desks or had a hard surface to work on. As you read the book, ask them to write or draw any words or images that come to mind from the book. This can be done on a blank sheet of paper, in a collage/graffiti style (you may need to define this to the class).
9. After reading, ask students to share their graffiti work - what stuck out to them from the book?
10. Invite them to think about the following: how is our body-image affected by the words and images in advertisements and commercials?
11. Discuss with the class the messaging that fills ads, both direct and indirect. Go back to the initial images from the beginning of the lesson, what are the messages in those ads? Students need to understand that the subtle messaging in media impacts the way we see, and how we feel about, ourselves.
12. Using the available magazines in your classroom, show a few of the ads - what are the messages behind them, other than trying to sell a product? What messages are they trying to tell us about body-image or beauty? (e.g., wear these shoes and you will be as beautiful as this; buy this cologne and women will want to be with you…)
Application – How will the students demonstrate their learning?
13. Explain to students that they will be creating PSA collages to challenge the media messages about body-image. They are to find as many different pictures of bodies and faces in the magazines provided and create a collage with them. Define what a collage is with the class, explaining that the images need to touch and/or overlap and can be of various sizes. Students may choose to tear out images, or cut them out with scissors. The tearing creates an interesting effect when glued onto the paper.
14. Students may have a difficult time finding a diverse collection of images, and they may begin to see that it is hard to find a variety - this may be used as a discussion piece as a class after the collages are finished.
15. When students have finished their collages, ask them to think about a message or slogan that they would like to highlight on their collage about how people should feel about themselves and how they look - they are now going to transform their art piece into a media production, creating a message to educate others about body-image and self-esteem (e.g., Love Yourself, As You Are or You Are Beautiful…) - what you will find is that the messages will probably contradict the magazine images, creating a juxtaposition to the indirect messages from them.
16. You may type each message/slogan into a word document, in a large font, or students can handwrite it as well; it should span diagonally, from about one corner of the collage to the opposite corner
17. Optional: you may ask students to write a persuasive paragraph to go with their writing about why their message is important. In their paragraph, students need to convince others of their message and educate them around why it is significant to love ourselves.
Reflection – How will students reflect on their learning? 18. Ask students to reflect on the following:
! What did you notice about the images you found? How diverse were the bodies/faces with regards to size, shape, race, etc.? ! Why did you choose to include those images and message? ! What would you change about your collage and why?
19. You may have students write their answers out, in a journal or writer’s notebook, or on a piece of paper.
Assessment There are many opportunities in this lesson to assess student learning. During the brainstorming, it is important for you to assess how students are working in their groups, making notes on a class checklist or anecdotally. The collage rubric (Assessment Tool 1) can be used to assess student work on the collage. You may also ask students to reflect on their collage using the teacher prompts from the visual arts expectations in this lesson. Related resources to extend learning about the topic Best Bet for Teachers: Real Kids Come in All Sizes; 10 Essential Lessons to Build Your Child’s Body Esteem Kathy Kater Provides background information and strategies to encourage normal eating and physical activity; acceptance of size diversity; comfort in developing bodies; and the development of strong individual identities. Best Bet for Students: The Best Part of Me: Children Talk about Their Bodies in Pictures and Words Wendy Ewald
Photographer Wendy Ewald worked with “real” children to capture their best features in photographs and invited the students to write paragraphs about how and why they chose their best features.
Ass
essm
ent T
ool G
rade
5 L
esso
n 1
Nam
e:__
____
____
____
____
___
C
olla
ge R
ubric
Le
vel O
ne
Leve
l Tw
o Le
vel T
hree
Le
vel F
our
Hav
e yo
u in
clud
ed a
va
riety
of p
ictu
res?
I hav
e ch
osen
a li
mite
d va
riety
of
pic
ture
s th
at a
re n
ot
rele
vant
and
rare
ly c
onne
cted
to
the
topi
c.
I hav
e ch
osen
an
adeq
uate
va
riety
of p
ictu
res
that
are
so
mew
hat r
elev
ant a
nd
conn
ecte
d to
the
topi
c.
I hav
e ch
osen
a g
ood
varie
ty
of p
ictu
res
that
are
mos
tly
rele
vant
and
con
nect
ed to
the
topi
c.
I hav
e ch
osen
an
exce
llent
va
riety
of p
ictu
res
that
are
re
leva
nt a
nd c
lear
ly
conn
ecte
d to
the
topi
c.
Hav
e yo
u us
ed
diffe
rent
tech
niqu
es to
cr
eate
you
r col
lage
? (o
verla
ppin
g, p
ictu
res
touc
hing
, int
eres
ting
imag
e pl
acem
ent o
n pa
ge…
?)
I hav
e us
ed fe
w te
chni
ques
to
crea
te m
y co
llage
and
left
som
e bl
ank
spac
es o
n m
y pa
ge.
I hav
e us
ed s
ome
tech
niqu
es
to c
reat
e m
y co
llage
and
co
vere
d m
ost o
f the
pag
e.
I hav
e us
ed d
iffer
ent
tech
niqu
es to
cre
ate
my
colla
ge a
nd c
over
ed th
e en
tire
page
in a
n in
tere
stin
g m
anne
r.
I hav
e us
ed m
any
tech
niqu
es
to c
reat
e m
y co
llage
and
co
vere
d th
e en
tire
page
in a
cr
eativ
e an
d in
tere
stin
g m
anne
r.
How
effe
ctiv
e is
the
visu
al im
pact
of y
our
colla
ge?
The
over
all v
isua
l im
pact
of
my
colla
ge is
lim
ited.
The
over
all v
isua
l im
pact
of
my
colla
ge is
som
ewha
t ef
fect
ive.
The
over
all v
isua
l im
pact
of
my
colla
ge is
effe
ctiv
e.
The
over
all v
isua
l im
pact
of
my
colla
ge is
ver
y ef
fect
ive.
How
thou
ghtfu
l is
your
bo
dy im
age
mes
sage
/slo
gan?
My
mes
sage
is li
mite
d an
d do
es n
ot p
rom
ote
a po
sitiv
e bo
dy im
age
attit
ude.
My
mes
sage
is a
dequ
ate
and
som
ewha
t pro
mot
es a
po
sitiv
e bo
dy im
age
attit
ude.
My
mes
sage
is g
ood
and
prom
otes
a p
ositi
ve b
ody
imag
e at
titud
e.
My
mes
sage
is e
xcel
lent
and
pr
omot
es a
pos
itive
bod
y im
age
attit
ude.
Lesson 2: Names DO hurt me! Grade: 5 Lesson Summary During this lesson, students will view a short segment of two PSAs that deal with the impact of name calling. This lesson focuses on the impact of language and how it becomes ingrained as truth. While viewing the segments is critical, dissecting them, afterwards, is vital. Teacher Message It is important to address and dissect the language used in the PSAs as these are words that children have heard and may have used. We need to deal with these words, with you as a facilitator, as they are hurtful and inappropriate, but they are also reality, and tackling them opens up a space to share and understand their strength, and how they are harmful. Materials AV equipment to show video clip Note paper or Post-It notes Recycling bin Pencils/pens Art materials (markers, oil pastels, crayons…) Camera angles information sheet Media Clips DVD - Concerned Children’s Advertisers PSA: Walk Away and National Eating Disorder Information Centre (NEDIC) PSA: Kid Learning Organizers 2-1 Hear/See/Feel 2-2 Picket Sign 2-3 Sticks and Stones Assessment Tools Assessment Tool 2-1 Curriculum Expectations Media Literacy Understanding media texts Use overt and implied messages to draw inferences and construct meaning in media texts. Express opinions about ideas, issues, and/or experiences presented in media texts, and give evidence from the texts to support their opinions. Explain why different audiences might respond differently to the same media text. Visual Arts Creating and presenting Create two- and three- dimensional art works that express feelings and ideas inspired by their own and others’ points of view. Lesson Outline Inspiration – How will I engage the students? 1. Begin the lesson by preparing the students for what they are going to hear on the videos.
Explain that the class will be watching two very short clips from two different PSAs. These
clips will feature a girl and a boy, individually on each of the videos, and they will be using inappropriate words and language.
2. Show the two clips from the following PSAs, making sure to pause after these precise words: ! NEDIC’s Kid – “You weigh a ton!” ! Concerned Children’s Advertisers’ Walk Away ! “Give it to me before I smack
you!” ! It is critical to pause the videos at these moments, as the entire lesson
relies on these scenes; going any further will affect the intent of the work 3. In these segments, both children are using disturbing language; language that is used every
day as a putdown to others. You may have many different reactions from your students as they watch, and therefore, before moving ahead, it is vital to scaffold the language that was heard. Engage in a discussion about the words used, and their reactions. How did they feel listening to the words? Why are the children using words like this? How does it make others feel to be called names like this? Focus on talking about how language can not only hurt someone's feelings, but it can also negatively impact how a person thinks and feels about themselves. Names are not funny, and have a lasting effect.
4. In addition to the language, the cameras in the videos are focused on the children’s faces, in a close-up shot. This provides a powerful effect for the audience. In media, there are many different camera angles that are purposefully chosen to create an impact on the audience. Ask the students why they think the cameras were focused to show us a close-up shot of the children’s faces
Facilitation – how will I teach the concepts and prepare the students?
5. Following the discussion around language and camera angles, have students sit in a circle,
and hand out small slips of paper or Post-It notes to your class (have a recycling bin handy near you). Ask them to write one of the putdowns that they heard on the piece of paper. When you noticed that each student has finished writing, have them crumple up the paper into a ball.
6. Place the recycling bin in the middle of the circle. Tell students that as of right now, we are going to throw out the putdowns. With this action, have your class pledge to use positive language, towards others, and themselves. Talk about how name-calling will not be tolerated; it “crumples” people and breaks them down. We want to build everyone up.
7. Give students other pieces of paper, and have them write things that are positive, about our bodies (like in Kid) and about others (like in Walk Away).
8. Have a large piece of chart paper up, divided into two columns (see sample below) and invite students to add their ideas on the class chart.
POSITIVE WORDS ABOUT…
…ourselves …other people
9. Remind students that it is important for them to think about how they are going to build
themselves up. It is sometimes easy to be positive with other people, and we are our worst critics, but we deserve our own respect as much as anyone else does.
10. As students finish their positive messages, have them work on Learning Organizer 2-1 with a partner. This is a great way to have students think about and reflect on the language used, and compare the two PSAs. Use this chart to see what the students understood, and what you may need to visit or clarify.
Application – How will the students demonstrate their learning?
11. The final activity for the lesson has students creating picket or protest signs. Explain that these signs are often used to share a message and promote an idea. Now that they have thought about the effect words have on us, and the learning has taken place inside the classroom, students need to take action, and promote positive language in the school.
12. Individually, students will choose a saying, slogan or idea that will teach others the importance of speaking respectfully. This message needs to be short and to the point. These signs are usually carried around and need to have a catchy saying that others will remember. In addition, on their picket sign, they are to write their saying, boldly. Going over the impact that font size and shape has on the sign is integral because an effective picket sign displays a message that can be seen from a distance.
13. Give students some examples of signs that are simple and effective. The no-smoking sign is a good example.
14. Students also need to think about the colour scheme they wish to use. A busy, multi-coloured, multi-patterned picket sign will take away from the message and confuse the reader. These signs need to be simple, yet bold.
15. Learning Organizer 2-2 Picket Sign can be used to have students do a rough copy, and then, if you enlarge the image on the photocopier, students can complete their final sign there.
Reflection – How will students reflect on their learning?
16. The saying, “sticks and stones may break my bones, but names will never hurt me” is one
that has been around for years, and implies many messages. 17. Have students reflect on the quote and connect it to the lesson using Learning Organizer 2-
3. Assessment In this lesson, you will have a chance to engage in a discussion with your students around the importance of treating others with respect, including ourselves. The assessment piece for the lesson is formative, as students are working on their ideas about the topic of name-calling. As you assess the work, keep a checklist to see not only who has completed the work, but who has been able to provide support for their ideas and explanations for their beliefs. Going over this with students beforehand is key to their success, so they know the expectations ahead of time. In addition, ask students to complete a self-assessment sheet to think about their picket sign and reflect on their art piece. This allows you to see what students think of their own work, and how they feel about the task. Related resources to extend learning about the topic Best bet for teachers: Camera Angles The Director’s Cut Please see the additional information sheet about camera angles. This might help while discussing the significance of the angles during the PSA videos. The Golden Rule Ilene Cooper This book is a gentle reminder of a timeless rule for parent and child: Do unto others as you would have them do unto you. Best bet for students:
Kids Help Phone http://www.kidshelpphone.ca/en/home.asp Their website is filled with information to help children and teens face and deal with different issues. Their library has many links to learn more about topics from bullying to friendship.
Lear
ning
Org
aniz
er G
rade
5 L
esso
n 2-
3
“St
icks
and
sto
nes
may
bre
ak m
y bo
nes
but n
ames
will
nev
er
hurt
me.
”
How
do
you
feel
abo
ut th
is q
uote
?
Con
nect
to to
day’
s le
sson
and
exp
lain
you
r ide
as.
Learning Organizer Grade 5 Lesson 2-2
Lear
ning
Org
aniz
er G
rade
Fiv
e Le
sson
2-1
Wha
t did
you
see
? W
hat d
id y
ou h
ear?
H
ow d
id y
ou fe
el?
Why
?
KID
PS
A
(girl
)
WA
LK A
WA
Y P
SA
(b
oy)
How
wer
e th
e tw
o P
SA
s…
…di
ffere
nt?
…th
e sa
me?
Lear
ning
Org
aniz
er G
rade
Fiv
e Le
sson
2-1
Assessment Tool Grade 5 Lesson 2-1 Name: ________________________
Picket Sign Self-Reflection
After completing your picket sign, please answer these questions honestly,
sharing your thoughts and feelings about your artwork. 1. How did you design your picket sign? What did you include and why?
Explain the choices you made in font, colour and layout. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. What was the most interesting or challenging thing you did? ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. What specifically do you like about your work? Why? ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. What have you learned from this project? ________________________________________________________________
________________________________________________________________
________________________________________________________________
Assessment Tool Grade 5 Lesson 2-1 Name: ________________________
________________________________________________________________
Learning Organizer Grade 5 3-1
Writing In-Role When writing-in-role, don’t forget to…
! …write as the character you are taking on, this means you become the character and write from their point of view in the first person (use ‘I’ or ‘my’
! …share your character’s thoughts and feelings about the situation in the PSA ! ……include some of your own ideas about what is happening - remember, you are now that
character, so you may add information and details outside of the PSA ! …connect to what we have learned so far about name calling and how hurtful it can be ! …make sure your writing flows and is not choppy - gives us more of an insight as to how your
character thinks and feels
Lesson 3: Discovering the voices within Grade: 5 Lesson Summary During this lesson, the students will have the opportunity to get into role and give voice to the girl and boy from the two PSAs in the previous lesson. Through the integration of the drama strategies of writing in role and inner/outer circle, students will write from the perspective of the specific children. Teacher Message Drama is a powerful subject to engage and deepen understanding as it allows children the opportunity to connect to a topic or issue. The drama strategies in this lesson have students enter the realm of the characters, and then invite them to speak on their behalf, ultimately, building empathy and compassion for the situations at hand. Building empathy leads to building respect and acceptance. When teaching about body-image, the transformative learning occurs when people begin to love and believe in themselves. To teach children this equips them with the passion and courage to stand up for what is right, and be confident in who they are, how they are. Materials AV equipment to show video clip Media Clips DVD - Concerned Children’s Advertisers PSA: Walk Away and National Eating Disorder Information Centre (NEDIC) PSA: Kid Book Book: One by Kathryn Otoshi – ISBN 978-0-9723946-4-2 Learning Organizers 3-1 Writing In-Role 3-2 You are Important and Valuable Assessment Tool Assessment Tool 3-1 Assessment Tool 3-2 Curriculum Expectations Writing Developing and organizing content Establish an appropriate voice in their writing, with a focus on modifying language and tone to suit different circumstances or audiences. Identify their point of view and other possible points of view, and determine, when appropriate, if their own view is balanced and supported by evidence. Drama Creating and presenting Engage actively in drama exploration and role play, with a focus on examining issues and themes in fiction and non-fiction sources from diverse communities, times, and places. Reflecting, responding and analyzing
Express personal responses and make connections to characters, themes, and issues presented in their own and others’ drama works. Lesson Outline Inspiration – How will I engage the students? 1. Read One by Kathryn Otoshi. This book looks at how one person can make a difference, by
supporting and standing up for another. It is a great introduction to the thinking and writing that the students will be doing later in the lesson. While reading, pause to allow students to use their reading strategies, like making connections and asking questions. You may decide to do a think-aloud using the book, planning where to pause, and what to share with the class.
2. Explain to the class that we will be exploring the two sides of the PSAs – the person giving the messages (the boy or girl) and the person receiving the messages (we don’t see who that is). We will be delving into what happened to make the girl/boy feel, say and do what we saw, and how someone hearing this being told to them would think and feel. They will be writing in role, from the perspective of one of the kids or a recipient of the messages.
Facilitation – How will I teach the concepts and prepare the students? 3. Prepare the students by talking about how to write in role. This kind of writing is often
liberating for students, as they have the freedom to be creative and put themselves in someone else’s shoes. Students write in the first person, actually becoming the character as they write. When using ‘I’ they move outside of themselves to think and feel as the person (and in some cases ‘thing’) they are writing about. They are to use the premise presented in the PSAs, but add to them by including feelings and thoughts beyond what they saw.
4. Model writing in role, using one of the advertisements from the first lesson, either the for-profit one that you chose, or the PSA. What would one of the characters say and why? How do they feel, about what is happening, or about their life?
5. After you have modeled the writing, divide the class into two groups: one group will write from the perspective of the girl or the boy (students can choose who they would like to write as) and the other group will write from a character we didn’t see in the videos, a child receiving the “messages” being said.
6. Use Learning Organizer 3-1: Writing In-Role to go over things that students should remember while they are writing. You may choose to enlarge this organizer, or hand it out to students.
7. Stress with students that they can make things up, connected to the topic. Begin with, “I feel so…” or “I can’t believe _______ is happening…” - you may decide to brainstorm some sentence starters and put them on chart paper, to help students think of ideas to begin with.
Application – How will the students demonstrate their learning? 8. Have students begin to write in role. Encourage students to write freely, focusing on their
ideas, rather than their spelling or grammar. Writing in role works best when students feel free to explore what they are thinking without having to worry about the conventions of writing. This writing activity is about generating ideas and exploring their feelings around the two children in the PSAs, and it is a first draft of writing.
9. As students write, circulate, making sure that students are writing in first person, and not in third.
10. When you have noticed that most students have finished, some may not be, and that’s okay, give students a few minutes to read over their writing. Explain that they will be reading it out loud, in role. As they read, it is okay if they notice errors in their writing. Remind them that this activity is about sharing their feelings about the name calling in the PSAs. Have them think about how they will read their piece – are they upset, are they angry…? We should hear these emotions in their voices.
11. Invite students to create two circles, one inside the other, making sure that they have their writing with them. The inner circle is made up of the students that wrote from the receivers
of the messages and the outer circle will have the students that wrote from the boy’s or girl’s perspective. They may sit or stand, you can decide.
12. As students are in their circle, and they have finished reading over their work, explain that you will be walking around and tapping students on the shoulder. When a student feels the tap, they are to begin reading their writing piece. As soon as another student is tapped, and begins to read, the first student stops, even if in mid sentence. Students do not have to watch who is being tapped and when, but they are to listen carefully to hear the voice of the next person. They may be tapped on the shoulder more than once – tell students that they are to continue from where they left off, and if they get to the end of their piece, they just start from the beginning. This drama strategy is known as inner/outer circle.
13. Ask students to try their best to read as the character they are writing as. It becomes more powerful when we not only hear the feelings in words, but when we hear it in the way it is said.
14. As you go around the circles, vary who you ask to share from the two circles. If you notice that someone doesn’t have too much written, tap someone else quickly, so that the student does not feel embarrassed.
15. When you have finished the drama, invite students to get out of role, and discuss how the drama worked to share the voices of the different characters from the PSAs.
16. When the discussion is done, finish the work by watching the entire PSAs from lesson 2. Play the DVD for Walk Away and Kid. What happened? What do we learn about the children? How does watching the entire PSA help us understand the situations? How do the cameras add to the PSAs and the messages?
17. This discussion is integral, as many students will believe that the name calling is directed towards someone else. How important is it to think positively about ourselves? How important is it to love who we are, how we are, inside and out?
Reflection – How will students reflect on their learning? 18. Using the questions from above, students will use Learning Organizer 3-2: You Are
Important and Valuable, to reflect on how they feel about themselves and how to make sure to think positively about who they are.
Assessment The assessment in this lesson is focused on the writing the students will do from the perspective of one of the characters. Included with this lesson are two rubrics, one for the writing, and one for the in-role drama. Like with any rubric, it is crucial that the students see how they are being assessed and have a chance to add any of their own ideas, to clarify or to include something that is important to them. Having a discussion about the rubrics is key so that students understand how they are being evaluated. In addition to the work in-role, the reflection sheet can be used as an assessment piece to help you understand where they are at in their own body-image development. Learning Organizer 3-2 is not meant to be marked, but is a tool to allow students to think about how they feel about themselves. This self-reflection is important as students think about themselves, connected to the two powerful PSAs. Related resources to extend learning about the topic: Best bet for teachers: Learning Through Literacy David Booth This professional resource looks at the many different strategies we can use to promote literacy and engage students in the learning. There is a section about writing in role, which provides more examples of how to integrate the strategy. More information can be found at: www.learningthroughliteracy.com/ help_davidfall2004.shtml
No Name Calling Week http://www.nonamecallingweek.org No Name Calling Week was inspired by the YA novel, The Misfits, in an attempt to teach children the impact name calling has on others. This website is filled with lessons and resources to use – go to the ‘about’ link at the top right, and then into communities and resources. Lesson links and ideas can be found there. Best bet for students: Friends: Making Them and Keeping Them Pat Kelley Criswell An interactive book with tips, quizzes, and stories about making friends and making friendships last.
Ass
essm
ent T
ool G
rade
5 L
esso
n 3-
2
Nam
e:__
____
____
____
____
___
Bei
ng-In
-Rol
e R
ubric
Le
vel O
ne
Leve
l Tw
o Le
vel T
hree
Le
vel F
our
How
effe
ctiv
ely
did
you
part
icip
ate
in
the
dram
a?
I was
unf
ocus
ed d
urin
g th
e dr
ama
and
not r
eady
to
par
ticip
ate
whe
n as
ked.
I was
som
ewha
t foc
used
du
ring
the
dram
a an
d w
as
som
etim
es re
ady
to
parti
cipa
te w
hen
aske
d.
I was
focu
sed
durin
g th
e dr
ama
and
was
read
y to
pa
rtici
pate
whe
n as
ked.
I was
ver
y fo
cuse
d du
ring
the
dram
a an
d w
as a
lway
s re
ady
to p
artic
ipat
e w
hen
aske
d.
Wer
e yo
u in
role
w
hen
read
ing?
Whe
n sh
arin
g m
y w
ritin
g, I
was
rare
ly in
-rol
e,
expr
essi
ng th
e fe
elin
gs o
f m
y ch
arac
ters
with
littl
e cl
arity
.
Whe
n sh
arin
g m
y w
ritin
g, I
was
som
ewha
t in-
role
, ex
pres
sing
the
feel
ings
of
my
char
acte
rs w
ith s
ome
clar
ity.
Whe
n sh
arin
g m
y w
ritin
g, I
was
in-r
ole,
exp
ress
ing
the
feel
ings
of m
y ch
arac
ters
cl
early
.
Whe
n sh
arin
g m
y w
ritin
g, I
was
in-r
ole,
exp
ress
ing
the
feel
ings
of m
y ch
arac
ters
cl
early
and
cre
ativ
ely.
Did
you
list
en to
the
othe
r mem
bers
of
your
cla
ss w
hen
they
sha
red?
I sho
wed
littl
e re
spec
t and
at
tent
ion
whi
le li
sten
ing
to
mem
bers
of m
y cl
ass
shar
e th
eir w
ritin
g.
I was
som
ewha
t res
pect
ful
and
atte
ntiv
e w
hile
lis
teni
ng to
mem
bers
of
my
clas
s sh
are
thei
r w
ritin
g.
I was
resp
ectfu
l and
at
tent
ive
whi
le li
sten
ing
to
mem
bers
of m
y cl
ass
shar
e th
eir w
ritin
g.
I was
ver
y re
spec
tful a
nd
atte
ntiv
e w
hile
list
enin
g to
m
embe
rs o
f my
clas
s sh
are
thei
r writ
ing.
Learning Organizer Grade 5 Lesson 3-2
Name: _____________________
You Are Important and Valuable…
1. How important is it to think positively about ourselves? Why? _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. How important is it to love who we are, how we are, inside and out? _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. How do you feel about who you are? _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
________________________________________________________________
4. What things do you do/say, or could you do/say, to remind yourself of how important and valuable you are?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Lear
ning
Org
aniz
er G
rade
5 L
esso
n 4-
3
My
Lette
r Id
eas
Nam
e: _
____
____
____
____
____
____
Lesson 4: Sharing our messages Grade: 5 Lesson Summary During this lesson, the students will have the opportunity to write letters to different industries associated with beauty – to fashion magazines, to cosmetic surgeons, to advertisers, to producers, etc. The unit has looked at the importance of language and messaging, at our own view of ourselves, and how we look at and treat others. This lesson extends and focuses into body-image specifically, building on what students have learned, and writing letters to share how they feel to stakeholders in the beauty industries. Teacher Message While the previous lessons looked at language and messaging, this one focuses on the students’ use of language to write letters and have their voices heard on the topic of body-image and self-esteem. It is imperative to have students look introspectively, and think about their personal feelings and actions. This was the focus for the initial lessons. Having them take action builds a strong sense of responsibility and ownership for the learning. We often teach in isolation of a classroom or school, but if students see that their positive words and actions can encourage others, then the learning extends itself and creates a sense of empowerment. Materials AV equipment to show video clips Chart paper/markers Paper/notebook and pencil Media Clips DVD - Dove® film “Evolution” and Concerned Children’s Advertisers “Boutique” Learning organizers 4-1 Pledge Scroll 4-2 Writing Your Letter 4-3 My Letter Ideas Assessment tool 4-1 Letter Writing Rubric 4-2 Letter Writing Conferencing Curriculum Expectations Writing Developing and Organizing Content Generate ideas about a potential topic and identify those most appropriate for the purpose. Identify and order main ideas and supporting details and group them into units that could be used to develop several linked paragraphs, using a variety of strategies and organizational patterns. Using Knowledge of Form and Style in Writing Establish an appropriate voice in their writing, with a focus on modifying language and tone to suit different circumstances or audiences. Applying Knowledge of Language Conventions and Presenting Written Work Effectively
Produce pieces of published work to meet identified criteria based on the expectations related to content, organization, style, use of conventions, and use of presentation strategies. Lesson Outline Inspiration – How will I engage the students? 1. In order to structure the work for this lesson, it is necessary to begin with the reflection piece
from the previous lesson. During this reflection, students were asked to think about what they love about themselves, and what they do or say to build self-love and acceptance. Students may have had a difficult time answering this last question, as they may not do or say anything, because they may not like who they are.
2. Have students meet you on the carpet, or at their desks. Let them know that today, they are going to take everything that they’ve learned so far and apply it to themselves. They are going to create “pledges” to help make the world a more tolerable, acceptable, respectful place to live in, for all people, no matter what body shape, size or colour they are. In thinking about these pledges, they have to include themselves in the pledge. Connect to the second lesson, where you talked about the importance of building ourselves and others up.
3. As a class, begin to brainstorm (on chart paper or the chalkboard) the different things we can do and say to build body-based acceptance.)
4. Sometimes it is easy to identify what we have to do, so in addition to this list, create another list of action pieces that address the first list. How will students ensure that they fulfill their pledges?
5. After brainstorming, hand out Learning Organizer 4-1 to students. Have them identify the ideas that are most important to them; to which they are most willing to pledge. Remind them to include ideas about how they pledge to love themselves and what they will do/say to ensure this.
6. Have students date and sign their pledges, and post them in your classroom. This is a great visual reminder to students of the importance of positive messaging and positive actions. They can make a difference, through their everyday words and actions.
Facilitation – How will I teach the concepts and prepare the students?
When students have finished their pledges, show them the following two PSAs – Boutique and Evolution. You can show Concerned Children’s Advertisers “Boutique” and Dove® “Evolution” from the DVD provided Both of these PSAs deal with the impact the beauty industry has on our self-image and how affected we are by the messaging and advertising. This bombardment by the media greatly affects people and manipulates a certain ideal as fundamental and attainable. 7. Discuss their reactions to the two PSAs. How did they feel watching them? How do they
feel about the messages the beauty industry tries to sell us? 8. After the discussion, tell students that our assignment today will be to write persuasive
letters to the different people that play a role in creating and strengthening these messages – advertisers, magazine editors, producers, cosmetic surgeons, supermodels… These letters will be persuasive as the goal is to convince them that these messages need to change and positive body-based messaging needs to take their place.
9. Students in grade 5 will have had the opportunity to write a letter in an earlier grade, and this will provide some prior knowledge for them when writing their letters.
10. Begin by going over the process and elements involved in writing a letter (salutation, date, closing) and remind students that these are formal letters. Brainstorm different examples of the elements.
11. From here, go through a lesson on letter writing, explaining that every letter has an audience and a purpose. For our persuasive letters, our audience is a member of the beauty industry and our purpose is to persuade them to see the harmful effects their messages are having on people and how they can change their messages to promote positive, inclusive images.
12. Before students begin their own letters, model a persuasive letter with them, using enlarged versions of Learning Organizer 4-2 and 4-3. An example of a topic would be to write a letter to the principal about extending recess. The audience is the principal, and the purpose is the extension of recess.
13. Using the handouts, invite students to help you develop and organize your ideas. Fill in the Learning Organizers, and take students through each stage slowly, allowing students to ask questions, to clarify, if necessary.
14. At each stage, give students a chance to help you write and give their input as to what should be included. When your first draft is done, keep it for a later lesson on revising and editing drafts.
Application – How will the students demonstrate their learning? 15. Have students use Learning Organizer 4-2 and 4-3 to help them brainstorm and organize
their ideas for their letters. Go over the different components of the handouts, reminding them what to do with each.
16. Assessment tool 4-1 is the rubric that can be used to evaluate their letters. It is important to go through the rubric with students before they begin the process of writing their letters.
17. As students work through the writing process, use the time to conference with them, through the various stages. You may use Assessment Tool 4-2 to help you track who you have conferenced with and through what stages of the writing process.
18. When first drafts are complete, give students the time to peer revise and edit their drafts, allowing for peer input and suggestions.
19. When students have finished, and drafts have been self, peer, and teacher revised/edited, students should write or type their final draft.
Reflection – How will students reflect on their learning?
20. Seeing as this lesson focuses on the writing curriculum for the grade, provide an opportunity for students to reflect on their writing skills. The following are prompts to help them reflect: ! What did you know about your audience that informed your planning process? ! What strategy did you find most helpful for organizing information? ! What editing strategies are most effective for you?
Assessment This lesson focuses on writing a letter to share their messages, and have their voices heard. Therefore, the assessment for this lesson is centered around the letters students write, using the rubric provided. While students work through the writing process, it is essential for teachers to sit with students at the different stages, to conference and discuss their progress. Students will write at different paces, so you will be conferencing with them at different stages. Not all students need to have their first draft finished in order to begin conferencing with someone about this draft. Use the time to meet one-on-one with students to help strengthen their writing and their messages. Related resources to extend learning about the topic: Best Bet for Teachers DOVE® – “Campaign for Real Beauty” Letters from Calgary Girls School http://www.campaignforrealbeauty.ca/dsef07/t4.aspx?id=8410 The idea for this lesson is taken from Dove, and the work from the Calgary Girls School. Students were asked to write letters to the various stakeholders in the beauty industry as well as
on the Dove website. There are examples provided from the students. In addition, you may have students write a response to the school. This would be a great way to collaborate and connect with another school working on the same topic. Best Bet for Students Peel Public Health http://www.peelregion.ca/health/commhlth/selfest/process.htm The Public Health unit in Peel Region in Ontario has a number of excellent resources on the topic of self-esteem. This specific link provides students with the process of strengthening their self-esteem. It shows students that building your self-esteem is an ongoing process and takes them through the various stages. There are many other valuable resources on this website connected to the topic of self-esteem. Dove® is a registered trade-mark of Unilever Canada, Toronto, Ontario M4W 3R2
Ass
essm
ent T
ool G
rade
5 L
esso
n 4-
1
Nam
e:__
____
____
____
____
___
Lette
r Writ
ing
Rub
ric
4 3
2 1
Do
you
know
an
d un
ders
tand
ho
w to
writ
e a
pers
uasi
ve
lette
r?
My
lette
r inc
lude
s al
l of
the
elem
ents
and
has
a
clea
r and
cre
ativ
e fo
rmat
and
pur
pose
.
My
lette
r inc
lude
s th
e el
emen
ts a
nd h
as a
cl
ear f
orm
at a
nd
purp
ose.
My
lette
r inc
lude
s so
me
of th
e el
emen
ts a
nd h
as
a so
mew
hat c
lear
fo
rmat
and
pur
pose
.
My
lette
r inc
lude
s fe
w o
f th
e el
emen
ts a
nd h
as
an u
ncle
ar fo
rmat
and
pu
rpos
e.
Are
you
r ide
as
orga
nize
d an
d ef
fect
ive?
I hav
e in
clud
ed m
any
deta
ils a
nd h
ave
orga
nize
d m
y id
eas
clea
rly a
nd e
ffect
ivel
y to
pe
rsua
de th
e au
dien
ce.
I hav
e in
clud
ed d
etai
ls
and
have
org
aniz
ed m
y id
eas
effe
ctiv
ely
to
pers
uade
the
audi
ence
.
I hav
e in
clud
ed s
ome
deta
ils a
nd h
ave
adeq
uate
ly o
rgan
ized
m
y id
eas
to p
ersu
ade
the
audi
ence
.
I hav
e in
clud
ed fe
w
deta
ils a
nd m
y id
eas
are
limite
d an
d do
not
pe
rsua
de th
e au
dien
ce.
Hav
e yo
u m
ade
conn
ectio
ns to
w
hat y
ou h
ave
lear
ned
abou
t bo
dy im
age?
My
conn
ectio
ns to
wha
t w
e ha
ve le
arne
d ar
e ap
prop
riate
and
in
sigh
tful.
My
conn
ectio
ns to
wha
t w
e ha
ve le
arne
d ar
e ap
prop
riate
.
My
conn
ectio
ns to
wha
t w
e ha
ve le
arne
d ar
e sa
tisfa
ctor
y.
My
conn
ectio
ns to
wha
t w
e ha
ve le
arne
d ar
e lim
ited.
Did
you
use
the
conv
entio
ns o
f w
ritin
g to
writ
e yo
ur le
tter?
I hav
e re
vise
d an
d ed
ited
my
lette
r and
th
ere
are
alm
ost n
o co
rrec
tions
to b
e m
ade.
I hav
e re
vise
d an
d ed
ited
my
lette
r and
th
ere
are
few
co
rrec
tions
to b
e m
ade.
I hav
e re
vise
d an
d ed
ited
my
lette
r and
th
ere
are
som
e co
rrec
tions
to b
e m
ade.
I hav
e re
vise
d an
d ed
ited
my
lette
r and
th
ere
are
man
y co
rrec
tions
to b
e m
ade.
Ass
essm
ent T
ool G
rade
5 L
esso
n 4-
1
Learning Organizer Grade 5 Lesson 4-2 Name: ______________________
Writing your letter
The following outline will help you organize your ideas from your brainstorming web to write your letter. You may write your ideas in point-form notes, or begin writing sentences.
From this outline, you will then begin your first draft of your letter.
This is what I see happening in the media: __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
This is how I feel about what I am seeing and why: __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
This is what I’d like to see happen and why: __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Learning Organizer Grade 5 Lesson 4-1
In order to create a more respectful world, and help to build tolerance and acceptance around
body image and self-esteem, I pledge to: ! __________________________________________________________
! __________________________________________________________
! __________________________________________________________
! __________________________________________________________
! __________________________________________________________
! __________________________________________________________
! __________________________________________________________
I will accomplish my pledges by: ! __________________________________________________________
! __________________________________________________________
! __________________________________________________________
! __________________________________________________________
! __________________________________________________________
Name: ______________________________
Signature: ______________________________
Date: ________________________
Student’s Name: Teacher’s Name:
CATEGORY LEVEL
UNDERSTANDING MEDIA TEXTS 1 2 3 4
• identify the purpose and intended
audience of your book
• express personal thoughts and
feelings about some simple media works
•describe how different audiences might
respond to specific media texts, like story books
Page 1 of 4
THE DIRECTOR’S CUT
Notes:
UNDERSTANDING MEDIA FORMS, CONVENTIONS AND TECHNIQUES
•demonstrate an understanding of a variety of media texts
CREATING MEDIA TEXTS
identify the topic, purpose, and audience
for the interactive book they have created
create a variety of media texts for different
purposes and audiences, using appropriate
forms, conventions, and techniques;
•produce some short media texts for specific purposes
and audiences, using a few simple media forms and appropriate conventions and techniques(sound e!ects, special e!ects, titles, voice overs)
Page 2 of 4
THE DIRECTOR’S CUT
CATEGORY LEVEL
REFLECTING ON MEDIA SKILLS AND STRATEGIES
identify, initially with support and direction, what strategies they found most helpful in making sense of and creating media texts (are their media works representative of the chosen
book genre - adventure, humour, )
explain, with some support and direction,
how their skills in listening, speaking,
reading, and writing help them to
make sense of and produce media texts
FINAL PRODUCT
APPROPRIATE STORY FORM (BEGINNING / MIDDLE / END)
PHOTOS WERE APPROPRIATE TO STORY LINE
APPROPRIATE SPELLING AND GRAMMAR
STORY LINE REFLECTED STORY BOARD
Page 3 of 4
THE DIRECTOR’S CUT
evaluation and assessment rubric
COMIC RELIEF
Page 4 of 4
THE DIRECTOR’S CUT
Mediastoryboards
Names:
Movie Title:
Scene Description/Actions Stick figure images Soundtrack/sound fx
how to use the storyboards!
Draw what you want to see in your movie!
Keep your descriptionsimple and to the
point
In a 1 or 2 sentences, describe
your sceneWhat music and
sound effectswill the audience hear?
Scene #here
Notes;