Media Literacy Lesson 1: Advertise! Minnesota State Goal (English Grade 7): CCSS.ELA-LITERACY.SL.7.9.7.7 Students will understand, analyze, and use different types of print, digital, and multimodal media. Cognitive Objective: Following a PowerPoint presentation of advertising techniques and class discussion, the students will create their own product and advertisement with regard to two advertising techniques, paragraph content, and grammar, earning a score of at least 2 using a rubric scale (1-3; 1=not quite yet). Affective Objective (Bloom's Taxonomy: Valuing): Given work time after a PowerPoint presentation of advertising techniques, the students will demonstrate a positive attitude and focus on the task (create your own advertisement), using a rubric scale (1-3; 1= not yet within expectations). Resources/Materials: - Paper (20 sheets) - Pencil (20)
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Media Literacy Lesson 1: Advertise!
Minnesota State Goal (English Grade 7):
CCSS.ELA-LITERACY.SL.7.9.7.7 Students will understand, analyze, and use different types of print, digital, and multimodal media.
Cognitive Objective:
Following a PowerPoint presentation of advertising techniques and class discussion,
the students will create their own product and advertisement with regard to two
advertising techniques, paragraph content, and grammar, earning a score of at least 2
using a rubric scale (1-3; 1=not quite yet).
Affective Objective (Bloom's Taxonomy: Valuing):
Given work time after a PowerPoint presentation of advertising techniques, the
students will demonstrate a positive attitude and focus on the task (create your own
advertisement), using a rubric scale (1-3; 1= not yet within expectations).
repetition, weasel words, and music. There is a picture or video clip example of
each technique. There is also a couple physical products that the teacher will share
with the students, so that they can have a tactile experience. This is especially
beneficial for the student with Usher syndrome.
3. The teacher will explain qualities of having a positive attitude, and how it
includes not being critical or complaining about the task. The teacher will also
explain the importance of focusing on the task; In other words, using the given
time to complete the task rather than working on other homework. Positive
attitude and focus are critical skills for success!
Activities/Work Time: Create Your Own Advertisement (9:30 AM)
1. Students will fill out the brainstorm worksheet to help them get started on creating
their own advertisement.
2. The teacher will remind students to demonstrate a positive attitude and focus on
the task during work time.
3. Students will use the available classroom computers or the provided poster paper
and materials to start creating their product advertisement.
4. The teacher will circle the room as students are working, answering questions if
needed. The teacher will check in with the student with Usher syndrome at least 3
times to ensure progress and availability.
Wrap Up (10:00 AM)
1. Tell students that they may finish their product advertisement and its
corresponding brainstorm worksheet at home, and bring the completed
assignment for the next class session.
2. Let students know that they need to check the class blog to print, complete the
self-rubric for their advertisement assignment, and bring it to the next class
session; Students also need to post their response to the journal prompt on the
class blog before midnight: What did you learn today that you did not know
before about media and advertisement techniques? What two advertising
techniques did you use to create your own advertisement; Why?
3. For the next class session students should turn in their brainstorm worksheet,
product advertisement, and self-rubric.
4. After the class slot, the teacher will check in with the student with Usher
syndrome to clarify any questions the student may have about the assignment or
lesson if they have arisen.
Pre-Assessment: inquiry questions in Warm Up activity: What do you know about advertising techniques? Can you list different examples of advertising techniques? Formative Assessment: Observations during work time, brainstorm worksheet, rubric (for advertisement creation) Post-Assessment: Journal reflection prompt posted on class blog. There is no rubric for the journal reflection. Students simply post their response on the class blog before midnight: What did you learn today that you did not know before about media and advertisement techniques? What two advertising techniques did you use to create your own advertisement; Why?
Individualization
As indicated by an IEP, the student with Usher syndrome may have
additional time to complete the blog posts and assignment. The student with Usher
syndrome has the accommodation of additional time for assignment completion,
enabling for the student to complete the project to the best of ability. The content of
the lesson does not need differentiation for the class, as all students are at grade-‐
level, including the student with Usher syndrome, which the content is designed for.
A Universal Design for Learning (UDL) approach is implemented as the
lesson addresses multiple means of representation. The teacher will represent the
content through a PowerPoint presentation with visuals and video clips of the
different advertising techniques. The project allows students to express their
knowledge through creativity; they may choose to create a poster, digital
presentation, or video of their project advertisement. Furthermore, they will be
engaged, having the flexibility to choose their product and advertising techniques.
Ultimately, this enables the assessment to be accessible for the student with Usher,
as the student is able to comfortably complete the project through a mode of choice;
Whether its through the use of a computer or a more tactile approach with craft
supplies.
Figure 1 Concept Map
Figure 2 Cognitive Formative Assessment (Rubric for Create Your Own Advertisement)