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  • Media Literacy Unit Plan

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    - Provide visual supports - Break tasks into smaller steps - Provide extra time - Pre-teach vocabulary - Check for understanding - Model skills - Provide positive feedback - listens to understand all points of view, asks questions to clarify, and integrates diverse perspectives into decisions; - builds consensus and cooperates with others to work effectively toward shared goals, roles, and outcomes in diverse groups Organization: - devises and follows effective work strategies; - establishes priorities and manages time to complete tasks and achieve goals; - identifies, gathers, evaluates, and uses information, resources, and technology effectively and responsibly; - organizes and depicts

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    - Provide visual supports - Break tasks into smaller steps - Provide extra time - Pre-teach vocabulary - Check for understanding - Model skills - Provide positive feedback - listens to understand all points of view, asks questions to clarify, and integrates diverse perspectives into decisions; - builds consensus and cooperates with others to work effectively toward shared goals, roles, and outcomes in diverse groups Organization: - devises and follows effective work strategies; - establishes priorities and manages time to complete tasks and achieve goals; - identifies, gathers, evaluates, and uses information, resources, and technology effectively and responsibly; - organizes and depicts

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    © All Rights Reserved
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    78 views10 pages

    Media Literacy Unit Plan

    Uploaded by

    api-309886947
    - Provide visual supports - Break tasks into smaller steps - Provide extra time - Pre-teach vocabulary - Check for understanding - Model skills - Provide positive feedback - listens to understand all points of view, asks questions to clarify, and integrates diverse perspectives into decisions; - builds consensus and cooperates with others to work effectively toward shared goals, roles, and outcomes in diverse groups Organization: - devises and follows effective work strategies; - establishes priorities and manages time to complete tasks and achieve goals; - identifies, gathers, evaluates, and uses information, resources, and technology effectively and responsibly; - organizes and depicts

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
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    of 10

    WEEK ONE TEACHING BLOCK

    ORILLIA

    CAMPUS
    BACKWARD DESIGN/DOWNWARD DESIGN CROSS CURICULAR PLANNING MODEL
    Subjects /Strands: Language Arts/Media Literacy
    Dates of possible implementation: March 21 to March 25

    A. BIG IDEA
    FOR THIS
    UNIT
    CULMINATING
    TASK
    Rich
    Performance
    Assessment
    Task pg. 69
    Drake Text

    Grade: 6

    Culminating task due date: March 25

    1. All media messages are constructed.


    2. Different people experience the same media message differently.
    3. Most media messages are organized to gain profit.
    Students will work individually to create a movie poster based on a book that they have read
    (The book that they choose for their book report) to demonstrate their understanding of the
    different media literacy concepts taught in this unit (identify the parts within the media form,
    the reasoning for those parts, who is your audience, and what message is your media form
    trying to convey). Students will also complete a short write up explaining their design choice.
    Assessment For learning: I will evaluate students progress during minds on activities
    (engaging prior knowledge) and during consolidation.
    Assessment As learning: Students will be provided a checkbric that they can use as they
    complete their poster.
    Assessment Of learning: The poster and write up will be used to measure the students level
    of understanding. Results will be recorded on a rubric.
    Knowledge and Understanding: All Media messages are constructs, Audience Negotiate
    Meaning, Media conveys a message and purpose.
    Application of Knowledge and Skills: Can they apply that knowledge to create the movie poster.

    WEEK ONE TEACHING BLOCK

    ORILLIA

    CAMPUS
    B OVERALL
    EXPECTATION(
    S)

    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;

    Form
    SPECIFIC
    EXPECATIONS 2.1 describe in detail the main elements of some media forms (e.g., drama scripts: cast of
    characters, description of setting, acts, scenes, stage directions; television quiz shows:
    (S)

    host/hostess, contestants, prizes; magazines: cover images and text, table of contents, regular
    columns, feature articles, advertisements)
    Audience Responses
    1.4 explain why different audiences (e.g., boys, girls, adults, seniors, various cultural groups)
    might have different responses to media texts (e.g., movies, songs, websites, video games,
    items of clothing)
    Making Inferences/Interpreting Messages
    1.2 interpret media texts, using overt and implied messages as evidence for their
    interpretations (e.g., explain why the advertisements used in a particular magazine are
    appropriate for that magazine, identifying the messages that would appeal to the magazines
    audience; explain how advertisements for healthy food and those for fast food differ)
    Producing Media Texts
    3.4 produce a variety of media texts for specific purposes and audiences, using
    appropriate forms, conventions, and techniques (e.g, a movie poster to advertise a movie
    based on a narrative they have studied)

    LEARNING

    Day One: All media messages are constructed


    Day Two: Audiences negotiate meaning

    WEEK ONE TEACHING BLOCK

    ORILLIA

    CAMPUS
    GOAL(S)

    C SUCCESS
    CRITERIA

    ASSESSMENT
    TASKS/STRATEGI
    ES

    ASSESSMENT
    TOOLS
    What recording
    strategies will
    teachers use?
    POSSIBLE
    ASSESSMENT
    STRATEGIES

    Day Three: Most media messages are organized to gain profit

    I can: Use movie poster construct rules to create my own movie poster (Title, Main Characters,
    Names of star actors, capture a small scene from the book,)
    I can: make my movie poster to attract an audience of my choice.
    I can: explain how my movie poster was constructed, who my intended audience is, the
    message my poster is sending?
    Assessment Of learning: The poster and write up will be used to measure the students
    level of understanding. Results will be recorded on a rubric.
    Knowledge and Understanding: All Media messages are constructs, Audience Negotiate
    Meaning, Media conveys a message and purpose.
    Application of Knowledge and Skills: Can they apply that knowledge to create the movie
    poster.
    Checklist
    Rubric
    Rating Scale

    Anecdotal Comments
    Feedback Form Self/Peer AaL/AfL

    Other

    For / A
    Teacher Conference
    Observation checklist
    Exit Card
    Interview
    Self Assessment Checklist
    Performance Checklist
    Concept Attainment, Mind Map, Concept Map
    Select Response
    Peer Edit
    Thumbs Up/Thumbs Down

    Spot Check
    Teacher Edit
    Quiz
    Checklist
    Question and Answer
    Discussion
    Self Assessment Response Form
    Demonstration
    3-2-1
    Other

    WEEK ONE TEACHING BLOCK

    ORILLIA

    CAMPUS

    D. LESSONS USING LAKEHEAD TEMPLATE & GUIDELINES


    Briefly identify the topic, specific teaching/ learning activity, and specific expectation is for each lesson. Lessons
    flow together and scaffold student learning. What teaching skills/concepts expectations are being introduced for
    completion of culminating task? Outline or sketch out each lesson in the unit
    LESSON
    DAY ONE
    Specific Expectation
    Form 2.1 describe in detail the main
    elements of some media forms (e.g.,
    advertisements)
    Learning Activity
    Deconstruct different media forms.

    DAY TWO
    Specific Expectation

    WHAT TEACHER
    WILL DO
    Minds On:
    Engage prior
    knowledge by
    discussing
    different forms of
    media

    WHAT STUDENT WILL DO


    Action Two: Students will
    work in groups of 4 to
    deconstruct a media form
    (poster, CD cover, Magazine
    Cover, Book)

    Action One: As a
    class deconstruct
    a movie poster
    (parts and
    purposes the
    creator had for
    those parts).

    Minds On: Show


    two commercials
    for Moon Sand.
    The product is

    Action: Students Design a


    pair of white shoes ( or what I
    can find at the dollar store)

    ASSESSMENT
    (say write do)
    Consolidation:
    Have each group
    share their media
    form, discuss some
    of the parts and
    purposes for those
    parts

    Consolidation:
    Gallery Walk

    RESOURCES
    *Movie
    Poster
    *Magazine
    Cover
    *Record or
    CD Case

    *Moon Sand
    Video
    *6 pair of

    WEEK ONE TEACHING BLOCK

    ORILLIA

    CAMPUS
    1.4 explain why different audiences
    (e.g., boys, girls, adults, seniors, various
    cultural groups) might have different
    responses to media texts.
    Learning Activity
    In groups students will be given the
    same item (pair of white shoes) and
    design them to attract different
    audiences.

    DAY THREE
    Specific Expectation
    Making Inferences/Interpreting Messages
    1.2 interpret media texts, using overt
    and implied messages as evidence for
    their interpretations
    Learn Activity
    Students will navigate through a website
    and draw conclusions about what the
    overall message is and what is the
    purpose of the website.

    essentially the
    same but one is
    being targeted to
    boys and the
    other commercial
    is being targeted
    to girls.

    Each group will have to


    design their product to
    attract a different audience
    ( boys, girls, teenage girl,
    teenage boy, mom, dad)

    Discuss their
    design choice and
    what they learned.

    Discuss the video

    Minds On: Show


    Levis commercial.
    Discuss who they
    think created the
    commercial, what
    is the purpose of
    the commercial
    and what is the
    message?

    shoes (or
    what I can
    find at the
    dollar store,
    they have to
    be the
    same).
    *Crafts- to
    design the
    shoe.

    Action: In groups of two


    students will view the
    following website
    http://nutritionexploration
    s.org/
    Students will have questions
    that will help guide them
    through the website. The
    questions will help them to
    conclude:
    *Who created the website?
    *What do you think the
    purpose was?
    *What if any message did it

    Consolidation:

    *IPads

    Discuss the website


    and our findings.

    *Chrome
    Books
    *Levis
    Commercial

    WEEK ONE TEACHING BLOCK

    ORILLIA

    CAMPUS
    leave?
    DAY FOUR:
    Specific Expectation
    Producing Media Texts
    3.4 produce a variety of media texts for
    specific purposes and audiences, using
    appropriate forms, conventions, and
    techniques (e.g, a movie poster to
    advertise a movie
    based on a narrative they have studied)

    Minds On: Bring


    a BigMac Burger
    and compare it to
    an ad for the Big
    Mac. Have
    students compare.
    Why do you think
    the ad looks
    different than the
    actual burger?
    Show video

    Learning Activity

    https://www.youtu
    be.com/watch?
    v=oSd0keSj2W8

    Begin Culminating Task (Movie Poster)

    DAY FIVE

    Minds On:

    Action: Introduce
    Culminating Task
    You are a movie producer,
    you came across a really
    good book (the book chosen
    for their book report) and you
    want to create a movie based
    on the book. Its your job to
    make the book look good
    (just like McDonalds brings
    out the best features to make
    the BigMac look good).
    Students will create a Poster
    to Promote the Film.

    Review their
    assignment
    expectations.

    Hand Out
    Checkbric

    *25 Pieces of
    white paper
    *25 pencils
    *Crayons,
    markers
    *Macdonald
    burger/Adver
    tisement
    *sample of
    Poster

    Along with the drawing


    students will have to answer
    the following questions.
    (Identify the different parts?
    Identify the different
    purposes for each part? Who
    is you audience? Who will
    benefit from this movie?
    What message are you trying
    to portray?)
    Action: Students will finish

    Consolidation:

    *trivia game

    WEEK ONE TEACHING BLOCK

    ORILLIA

    CAMPUS
    Success Criteria
    Producing Media Text
    3.4 produce a variety of media texts for
    specific purposes and audiences, using
    appropriate forms, conventions, and
    techniques (e.g, a movie poster to
    advertise a movie

    Review everything
    that we learned
    (possibly in the
    form of a game).

    their poster.

    Share some of the


    Movie Posters using
    appropriate
    vocabulary.

    Review
    Expectations For
    the Movie Poster

    based on a narrative they have studied)


    Learning Activity
    Continue with Poster.

    E. LEARNING
    EXPERIENCES
    AND
    DIFFERENTIATIO
    N
    LEARNING
    SKILLS AND
    WORK HABITS
    TO BE
    ADDRESSED

    Accommodation for distraction


    Accommodation with LD
    Two Modifications: Grade 3
    *Need advice
    Independent Work:
    independently monitors, assesses, and revises plans to complete tasks and
    meet goals;
    uses class time appropriately to complete tasks;
    follows instructions with minimal supervision
    Collaboration:
    accepts various roles and an equitable share of work in a group;

    WEEK ONE TEACHING BLOCK

    ORILLIA

    CAMPUS

    VARIETYOF
    LEARNING
    EXPERIENCES

    responds positively to the ideas, opinions, values, and traditions of others;


    builds healthy peer-to-peer relationships through personal and media-assisted
    interactions;
    works with others to resolve conflicts and build consensus to achieve
    group goals;
    shares information, resources, and expertise and promotes critical thinking
    to solve problems and make decisions.
    Ensure that there are a variety of learning experiences provided to match the class and
    individual learning profile that you have developed for this group of learners (see next page
    for listing)

    WEEK ONE TEACHING BLOCK

    ORILLIA

    CAMPUS
    Learning Experiences
    Inquiry Questions
    Anticipation Guide
    Brainstorming
    Case Study
    Choice Boards
    Class Discussion
    Computer Simulation.
    Concept Attainment
    0Concept Formation
    Concept Creation
    Concept Mapping
    Critical Dialogue
    Cubing
    Debate (Formal)
    Debate (Informal)
    Examine Both Sides
    Four Corners
    Game
    Game Theory
    Graffiti
    Graphic Organizer
    Graph Creation
    Graphing
    Guest Speaker

    Inside/Outside Circle
    Inquiry
    Jigsaw
    Journal Writing
    KWL chart
    Learning Centres
    Learning Contracts
    Metaphors
    Movie Review/Analysis
    Mind Map
    Model Building
    Note Making (student
    generated)
    Note Making (teacher
    generated)
    Numbered Heads
    Jigsaw
    Panel Discussion
    Placemat
    P/M/I
    Problem Based Learning
    Puzzle Pieces
    RAFTS
    Research (Guided)
    Research (Independent)

    Report Writing
    Response Writing
    Response Journals
    Role Playing
    Round Robin
    Simulation
    Snowball
    Socratic Dialogue/ Rich
    Questioning
    Song Creation
    Teams Games Tournaments
    Three Way Debate
    Think Pair Share
    Think Pair Square
    (Graduated)
    Think Together Think
    Apart
    Thinking Routines
    Tiering
    Values Line
    Venn Diagram
    Video Clip
    Word Wall
    Word Web
    Other
    __________________________

    WEEK ONE TEACHING BLOCK


    CAMPUS

    ORILLIA

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