Block 9: Media and Novel Study

Transcription

1 5 th Grade Reading 1 Block 9: Media and Novel Study 5/4-5/29 4 weeks (19 days) TEKS: 5.1A, 5.9A, 5.14A, 5.14B, 5.14C, 5.14D Week Time Lessons Focus Frame 1 5/4-5/ A-D Media Literacy 2 5/11-5/15 3 5/18-5/ Novel Study 4 5/26-5/29

2 5 th Grade Reading 2 Block 9: Media and Novel Study Lesson Objective & TEKS Procedure 1 TEKS: 5.14A, 5.14C Obj: We will explain how messages conveyed in various forms or media are presented differently and identify the point of view of media presentation. Product: I will explain how messages conveyed in various forms or media are presented differently and identify the point of view of media presentation. 2 TEKS: 5.14B Obj: We will consider the difference in techniques used in media. Product: I will consider the difference in techniques used in media. Focus: Media Awareness Text/Resources: Different Types of Media (included as handouts following the lesson) Approach: Minilesson Resources/Materials: Media Awareness Anchor Chart Focus: Ad Techniques Text/Resources: Different Types of Media (included as handouts following the lesson) Approach: Minilesson Resources/Materials: Ad Techniques Handout 3 TEKS: 5.14D Obj: We will analyze various digital media venues for levels of informality and formality. Product: I will analyze various digital media venues for levels of informality and formality. 4 TEKS: 5.14A, 5.14B, 5.14C, 5.14D Obj: We will use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Product: I will use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning by creating an ad. 5 TEKS: 5.14A, 5.14B, 5.14C, 5.14D Obj: We will use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Product: I will use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning by creating an ad. Focus: Media Formality Text/Resources: Different Types of Media (included as handouts following the lesson) Approach: Minilesson Resources/Materials: Continuum of Media Formality Anchor Chart 5-7 Media Samples Focus: Creating an Ad Text/Resources: Approach: Minilesson Resources/Materials: Focus: Creating an Ad Text/Resources: Approach: Minilesson Resources/Materials:

3 5 th Grade Reading 3 Lesson 1 Media Awareness Lesson Overview: 5.14A, 5.14C Text/Resources: Different Types of Media (included as handouts following the lesson) Approach: Minilesson BEFORE THE LESSON 1. Create the Media Awareness Anchor Chart with the headings completed, but the rest blank. Media Awareness Minilesson Display the Media Awareness Anchor Chart. 1. Introduce Media: Tell students they will be learning about media. Explain that media is a way to mass communicate with the public. 2. Ask students about different forms of media. What kinds of media do we encounter throughout the day? o Print Media: newspapers, magazines, journals, and newsletters o Broadcast Media: radio and TV o Internet: websites, news sites, web blogs 3. Explain that a consumer is someone who views/listens/reads media. To be smarter consumers, students need to know how to understand the media they see, read, and hear. Ask a volunteer to read the 3 questions that appear on the Media Awareness Anchor Chart. 4. Tell students that all media is created by a group, company, or organization that is responsible for creating the media and the content it presents. Ask students to imagine an advertisement they ve seen and think about the point of view of the company responsible for the ad. For example, a sneaker company s point of view might be that you can t be a real athlete without special shoes-their shoes. Ask students to think about whether they agree with the advertiser s point of view. 5. Display and read the media example 1: Choco Crunch Cereal. Use the questions in the headings of the Media Awareness Anchor Chart to complete the first row.

4 5 th Grade Reading 4 6. Display and read media example 2: Time for Kids: A Jumbo Dino (pages 1-3). Use the questions in the headings of the Media Awareness Anchor Chart to complete the second row. 7. Independent Practice: Today in groups, I would like you to use the 4 examples of media I have given you to complete the chart in your Reader s Notebook. The first one is an example of broadcast media, so we are going to watch this clip a couple of times for you to complete Media Row 1 on your chart as a group. These are the media examples your students will use to complete their independent practice; they are included as handouts following the lesson (with the exception of the commercial it is included as a link). Media #1 - Media #2 Newsletter Media #3 Danger in Desserts? Media #4 Text Message Ad

5 5 th Grade Reading 5 Media Awareness Media 1 What group, company, or organization is responsible for the media? What is the subject of the media? What is the purpose of the media? 2

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10 5 th Grade Reading 10 Student Product Media Awareness Media 1 What group, company, or organization is responsible for the media? What is the subject of the media? What is the purpose of the media? 2 3 4

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15 5 th Grade Reading 15 Lesson 2 Ad Techniques Lesson Overview: 5.14B Text/Resources: Different Types of Media (included in the previous lesson) Approach: Minilesson BEFORE THE LESSON 1. Create the Media Awareness Anchor Chart with the headings completed, but the rest blank. Ad Techniques Minilesson Display the Ad Techniques Handout on the SmartBoard. 1. Introduce Ad Techniques: Explain that you will be focusing on one type of media today: advertisements. Tell students that ads are directed to a target audience a group of people who will buy, use, or consume their product. Advertisers create their ads to persuade the target audience to do, buy, or think something. They also put their ads where the target audience is likely to see them. Ask students to think about some products that might be targeted to them (video games, cereal). Ask them to think about other target audiences, such as their parents, and some products that might be targeted to them (cars, banks). 2. Tell students that advertisers use specific techniques to reach their target. Once students understand these techniques and how they re used, they can decide for themselves what they think about the product. 3. Display the Ad Techniques Handout. Read the definition of each technique aloud and discuss. 4. Further students understanding by having them identify the techniques in these examples: A movie star talks about his favorite food (endorsement) An ad connects lipstick with a beautiful model (association) An ad for a fast-food restaurant shows a close-up of a burger (sense appeal) An ad asks you to go online to learn more (call to action) An ad for an exercise product promises amazing results (hype) An announcer repeats a product slogan (repetition) 5. Independent Practice: Students will use the ads from the previous lesson and the Ad Techniques to complete the chart included. These are the Ad examples your students will use to complete their independent practice. #1 - #2 Newsletter #3 Danger in Desserts? Teddy Bear Ad (included in this lesson) #4 Text Message Ad

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21 Student Product Ad 1 What audience is the ad targeting? What makes you think so? Ad Techniques What techniques does the ad use? What does the ad say or suggest about the product or service? What does the ad say about the people who buy the product or service? 2 3 4

22 Lesson 3 Media Formality Lesson Overview: 5.14D Text/Resources: Different Types of Media (included in the previous lesson) Approach: Minilesson BEFORE THE LESSON 1. Create the Media Formality Anchor Chart. 2. Gather 5-7 samples of different types of media. from a friend Professional Text message Web news story Newspaper article Press Release (MISD) Blog 3. Write the types of media you gathered on sticky notes (example = text message). Media Formality Minilesson 1. Introduce Media Formality: Explain that different types of media have varying levels of formality. For example, a text message to a friend would be extremely informal. You might use emojis, incorrect punctuation and/or spelling because you are not concerned about proper grammar and conventions. Compare that to an to your boss. You would want to ensure you use all conventions correctly. This would be extremely formal. 2. Using your sticky notes and media samples, display the media and determine where it would fall on the continuum, closer to informal, formal, or somewhere in-between. Place the sticky note accordingly. Repeat until all you have place all sticky notes on the continuum with the help of your students. 3. Display the Ad Techniques Handout. Read the definition of each technique aloud and discuss.

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24 Creating an Ad Lesson Overview: 5.14A, 5.14B, 5.14C, 5.14D Text/Resources: Approach: Minilesson Lessons 4-5 BEFORE THE LESSON 1. In this lesson, students will be creating an ad. They have been allowed 2 days to complete their ad. Creating an Ad Minilesson 1. Tell students to imagine that they are creating an ad for a cereal. Explain that they need to know the cereal s target audience. The cereal maker says its target is space aliens! Ask students: If you want the ad to appeal to space aliens, but you don t know anything about them, what can you do? 2. Tell students that advertisers often use research to learn about their target audience. They interview and survey groups of people to find out what they like. Write the following example on the board: Space Aliens Audience Research Likes Flying in Space Slimy Food The Color Green Magazines about Rocket Ships Dislikes Swimming Crunchy Food The Color Red Computers 3. Ask students to create an ad based on this information. Ask: What s the better choice a magazine ad or an Internet ad? (magazine) How do you know? (The research says space aliens like magazines and dislike computers.) 4. Tell students to pick an image for their ad. Ask: What s a better image an alien flying in space or an alien swimming? (flying in space) Why? (It will appeal more to the audience.) What color should the ad be? (green) Why? (Aliens like green.) 5. Write these words on the board: slimy and crunchy. Ask: Which word would be the best word for the ad? (slimy) Why? (Aliens like slimy food.) 6. Ask students to think about where the ad should appear. Choose from these magazines: Swimmer s World, The Earthling News, and Rocket Ship Weekly. 7. Independent Practice: Distribute copies of the Create an Ad Handout and give out pens, markers, and extra paper. Divide students into 4 groups and think of a different product for each group to advertise (such as sneakers, snacks, or toys). Tell students to start by reviewing the chart in Part 1. Instruct students to use this information to choose the audience that best fits their product. 8. Have students present their completed ads to the class.

25 Create an Ad! You ve been asked to create a magazine ad for a new product. Use this sheet to help your group make an ad that will reach the right audience for your product. Product name: Part 1: This research gives you profiles of three different types of people. Use the information to choose which type of audience might like your product. Kids at heart Coach sports Always rushing The family Pamper themselves when they can Like making their own food Must look sharp Need to move Love keeping up with friends Play in a band Follow their own path Love to laugh Look for Need music to focus Obsessed with games Part 2: Choose the techniques that you will use in your ad: Part 3: Make your ad! Use a separate piece of paper to create your advertisement. Make sure you include information that describes the product. Part 4: Decide where you will place the ad and explain why.

26 Block 9: Media and Novel Study Lesson Objective & TEKS Procedure 6 + TEKS: 5.1A, 5.9A Obj: We will read independently for sustained periods of time and produce evidence of our reading. Product: I will read independently for sustained periods of time and produce evidence of our reading. Focus: Novel Study Text: Sets of Grade-Appropriate Novels Resources/Materials:

27 Novel Study Lesson Overview: 5.1A, 5.9A Text/Resources: Sets of Grade-Appropriate Novels Approach: Lessons 6+ BEFORE THE LESSON Gather several sets of grade-appropriate novels for groups of students to read for the remainder of the year. Use Anchor Charts and Handout from Block 1: Fiction to select and/or create responses/activities for students to complete as they read. These responses will serve as talking points when they meet with their Novel Study Group. Novel Study 1. Using the novels you have gathered, allow students to select which book they would most like to read, and group your students accordingly. 2. Guide students in pacing their daily reading so that they will complete the book by the date you determine. 3. Each day, students will read the selected novel, complete a response/activity, and meet with their Novel Study group as time allows.