Media & Advertising: 21st Century Lesson Plan (October 7, 2019)
Introduction:
Context is key in helping students find success in the classroom. Celeste Mulder, in her article "Creating Context in Product eLearning Design," makes numerous valuable points with two key ideas standing out to me. Mulder states, “I then had an epiphany (at the time it was one, I was young and stupid…), why not start with the end...? Why not create context by starting with what any person should have within their frame of reference, therefore creating a link between what they know and what I want to teach them.” The concept of using a backwards design model for lesson planning is not a new educational theory, but it is one that is not widely used. As teachers, we often focus on the “activities” the students are going to be engaged in during class rather than the “why” or reasoning for those activities. By using backwards design lesson planning, teachers can initially focus on the learning goals/targets they want their students to achieve; collect resources and support material that will support the students’ learning during mini-lessons focused on specific skills; and finally create the activities the students will participate in to meet specific outcomes.
Mulder also recognizes the importance of specific learning goals/targets as she states, “The first lesson here was that, even if you give clients all the information, without them knowing how to apply this information, will result in a mission not accomplished.” Students need to know the purpose behind the work they are engaged in and what steps they need to take to find success. If students can see the connection between the activity that they are being asked to complete and individual learning goals, this will allow them to self-monitor their own progress in achieving certain goals/targets.
By examining the "Speaking & Listening" as well as the "Writing & Other Ways of Representing" outcomes, I created a driving question to guide the Grade 7 students as they explored the concept of media and advertising. I was working with a teacher who wanted to examine the influence of media and advertising on youth, Therefore, I placed my emphasis on finding appropriate supporting materials and resources to guide the students in achieving specific outcomes. The process from the entry-level mini-lesson to producing a final product was more important than the "activities" the students explored. Backwards design clearly allows the focus to fall on teaching and learning targets.
Mulder, C. (17 September 2014). Creating Context in Product eLearning Design. Retrieved from https://elearningindustry.com/creating-context-product-elearning-design
Nova Scotia Department of Education. (2012). Learning outcomes framework: Grade 7-9. Available from
https://gcj.hrce.ca/sites/default/files/websites/gcj.hrsb.ca/basic-
page/2015/10/nova_scotia_learning_outcomes_framework.pdf
Grade: 7
Subject: English Language Arts
Unit: Media & Advertising
Driving Question: How and why are print and media texts constructed for particular purposes and particular audiences?
Curriculum Outcomes:
2.2: Recognize that different purposes and audiences influence communication choices such as vocabulary, sentence structure, rate of speech, and tone during talk; consider appropriate communication choices in various speaking contexts
3.3: Recognize that spoken language reveals values and attitudes such as bias, beliefs, and prejudice; understand how language is used to influence and manipulate
3.4: Recognize that different situations (interviews, speeches, debates, conversation) require different speaking and listening conventions (questioning techniques, persuasive talk, formal language) appropriate to the situation
7.2: Recognize that print and media texts are constructed for particular readers and purposes; begin to identify the textual elements used by authors
9.3: Demonstrate an understanding that ideas can be represented in more than one way and experiment with using other forms such as dialogue, posters, and advertisements
10.3: Acquire some exposure to the various technologies used for communicating to a variety of audiences for a range of purposes (videos, e-mail, word processing, audiotapes)
10.4: Demonstrate a commitment to crafting pieces of writing and other representations
Expected Time: 5 Classes
Resources:
Laptop/LCD, Computers, IPads, BYOD (students)
- https://tellagami.com/gami/PBNGQO/ (Screencast #1)
- https://tellagami.com/gami/VJCNM0/ (Screencast #2)
- https://tellagami.com/gami/EGZ9IL/ (Screencast #3)
- VIDEO: What is Media Anyway?
- VIDEO: How is Social Media Affecting Your Brain?
Lesson Procedure:
Teacher does:
- Have the word “Media” written on the whiteboard or projected to the front of the room.
- Ask the students to "turn & talk" to define media or offer examples of media to a partner. Share ideas as a class.
- VIDEO: What is Media Anyway? https://www.youtube.com/watch?v=bBP_kswrtrw
- Show the students the “Media & Advertising PowerPoint”
- VIDEO: How is Social Media Affecting Your Brain?
Individual student work:
- Students individually complete the “Media & Advertising Handout”
- Students then share their ideas/feedback with a partner.
- The questionnaire will help to draw attention to the business of selling images and values
- Students will be put into groups of 2-3. This is now your marketing team—you will work together to plan, prepare and present your commercial.
- Each student will pitch a list of ideas to his/her group members relevant to your chosen target audience and as a group you will decide on one product idea.
- Your product idea and outline will then be turned into a 1-2 minute commercial. Just like the real world of advertising, this process is a little cutthroat.
- Each member of your group should be given a specific role, duties and tasks that must be completed by the presentation day. While each person has a specific role, the group is responsible for ensuring a completed project.
- Students will have to complete the following:
- Brainstorm commercial ideas
- “Preparation Guide” -- decide on characters/voice over announcer, what they will say, what they will do and what props they will need.
- Write the script using the “Script Frame” template
- Complete the storyboard using “Storyboard Frame” template
- Acquire needed materials
- Rehearse commercial
- Production day
- “Film Festival” - present commercial to the class.
Class share: 1 class
Students share their final products, the ad/commercial with their peers.
Lesson Wrap Up:
Day 1: After completing the individual work and exchange of ideas with a partner, students will share their ideas/opinions/insight with the whole class.
Day 2/3/4: Group work (We Do) which will be carried out over multiple classes; therefore, teacher must check in with each group to ensure they are following the assigned time frame.
Day 5: After each presentation of the final product, ask the class (audience) to share 3 positive aspects about the work.
Differentiation/Modification/Enrichment:
Options are endless for the video: acting, puppets, drawings, recruiting other people, cartoons, etc; therefore, students have an opportunity to be as creative (enrichment) as they desire.
Assessment:
See attached Outcomes.
Reflection:
This activity was designed and completed during a point in the school year where the students were well-versed in graphic organizers, using checklists and peer conferencing. The students were moving toward a gradual release of responsibility from teacher to student; therefore, they were working collaboratively with peers to be the “experts” in the classroom. As Allen (2007) states, “Activities are given meaning by making them authentic; i.e. they replicate as close as possible the actual activities proficient performers perform.” The students were exploring media and advertising which allowed them to truly become engaged and passionate about their work in a motivational learning environment. Many students were well-versed in creating their own videos and posting them to a YouTube channel/page; therefore, they immediately connected to the learning activity.
The backwards design model allows teachers to focus on the learning goals/targets rather than creating activities that keep students busy, but lack the focus to improve individual skills. Students need to know what learning target they are attempting to meet; the reason for meeting that target; and how they will know if they are being successful. Backwards design permits me to produce mini-lessons focused on specific skills to offer the students engaging opportunities to enrich their own learning experiences.
Allen, M. (2007). Designing Successful e-Learning. Forget What You Know About Instructional Design and Do Something Interesting. 137-155. John Wiley & Sons, Inc.