Media Literacy
lesson plan
6th grade Media Literacy Unit
Advertisements/persuasive techniques in the media
Standards:
Standard - 1.2.6.A: Evaluate text organization and content to determine the author’s purpose, point of view, and effectiveness.
R6.A.1.3.1: Make inferences and/or draw conclusions based on information from text.
R6.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details from text. Note: Items may target specific paragraphs.
R6.A.1.6.1: Identify the author’s intended purpose of text.
Standard - 1.2.6.B: Differentiate fact from opinion utilizing resources that go beyond traditional texts (e.g., newspapers, periodicals, and electronic media).
R6.B.3.2.1: Identify exaggeration (bias) in nonfictional text.
R6.B.3.2.2: Identify, explain, and/or interpret how the author uses exaggeration (bias) in nonfictional text.
Standard - 1.2.6.C: Distinguish between essential and nonessential information across a variety of texts; identify bias and persuasive techniques where present.
R6.A.2.6.2: Identify, explain, and/or describe examples of text that support the author’s intended purpose. Note: informational, persuasive, biographical, instructional (practical/how-to/advertisement) and editorial/essay text
ALA Standards:
Students will demonstrate ability to identify persuasive techniques used in media, relate these techniques to personal experience, and create a product that uses a technique to market a book.
Introduction:
Technology can be used as tools to influence the public to buy, vote and believe things other interested parties desire. How can you tell when someone is attempting to influence you?
Instruction:
Day 1
I. Discuss meaning of Media Literacy
II. How does media impact you?
III. Introduce concept of product placement
IV. Homework – watch a movie and look for product placement
Day 2
I. Review homework
II. Evaluate messages in music and visual techniques used in videos to sell music
III. Introduce Don’t Buy It website
IV. Discuss how marketers persuade people to buy products
Day 3
I. Introduce Adcracker website
II. Discuss and examine advertising techniques
III. Have students look at commercial clips and identify ad techniques
Day 4
I. Introduce groups
II. Introduce rubrics and checklist
III. Discuss roll of storyboards for commercial project
IV. Begin brainstorming ideas and creating storyboards
Day 5
I. Introduce concept of scripts
II. Continue storyboard and begin work on scripts with group
Day 6
I. Groups may begin filming
II. Continue to work on storyboards or scripts
Day 7
I. Film
II. Introduce either Animoto/moviemaker/iMovie
Day 8
I. Finish editing or possible extra day of filming
Day 9
I. Review films
II. Reflect on the process and new understanding
Assessment:
Observation
Checklists
Rubric - product
Conclusion:
Self assess films – what would have made them better
Materials:
Paper
Pencil
Flip
Animoto/moviemaker
Advertisements/persuasive techniques in the media
Standards:
Standard - 1.2.6.A: Evaluate text organization and content to determine the author’s purpose, point of view, and effectiveness.
R6.A.1.3.1: Make inferences and/or draw conclusions based on information from text.
R6.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details from text. Note: Items may target specific paragraphs.
R6.A.1.6.1: Identify the author’s intended purpose of text.
Standard - 1.2.6.B: Differentiate fact from opinion utilizing resources that go beyond traditional texts (e.g., newspapers, periodicals, and electronic media).
R6.B.3.2.1: Identify exaggeration (bias) in nonfictional text.
R6.B.3.2.2: Identify, explain, and/or interpret how the author uses exaggeration (bias) in nonfictional text.
Standard - 1.2.6.C: Distinguish between essential and nonessential information across a variety of texts; identify bias and persuasive techniques where present.
R6.A.2.6.2: Identify, explain, and/or describe examples of text that support the author’s intended purpose. Note: informational, persuasive, biographical, instructional (practical/how-to/advertisement) and editorial/essay text
ALA Standards:
- Inquire, think critically and gain knowledge
- Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
- Share knowledge and participate ethically and productively as members of our democratic society
- Pursue personal and aesthetic growth
Students will demonstrate ability to identify persuasive techniques used in media, relate these techniques to personal experience, and create a product that uses a technique to market a book.
Introduction:
Technology can be used as tools to influence the public to buy, vote and believe things other interested parties desire. How can you tell when someone is attempting to influence you?
Instruction:
Day 1
I. Discuss meaning of Media Literacy
II. How does media impact you?
III. Introduce concept of product placement
IV. Homework – watch a movie and look for product placement
Day 2
I. Review homework
II. Evaluate messages in music and visual techniques used in videos to sell music
III. Introduce Don’t Buy It website
IV. Discuss how marketers persuade people to buy products
Day 3
I. Introduce Adcracker website
II. Discuss and examine advertising techniques
III. Have students look at commercial clips and identify ad techniques
Day 4
I. Introduce groups
II. Introduce rubrics and checklist
III. Discuss roll of storyboards for commercial project
IV. Begin brainstorming ideas and creating storyboards
Day 5
I. Introduce concept of scripts
II. Continue storyboard and begin work on scripts with group
Day 6
I. Groups may begin filming
II. Continue to work on storyboards or scripts
Day 7
I. Film
II. Introduce either Animoto/moviemaker/iMovie
Day 8
I. Finish editing or possible extra day of filming
Day 9
I. Review films
II. Reflect on the process and new understanding
Assessment:
Observation
Checklists
Rubric - product
Conclusion:
Self assess films – what would have made them better
Materials:
Paper
Pencil
Flip
Animoto/moviemaker