NOT MINDLESS SHEEP: DEVELOPING CRITICAL THINKING ABOUT MEDIA UNIT PRESENTATION BY FAITH RIVERS
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- NOT MINDLESS SHEEP: DEVELOPING CRITICAL THINKING ABOUT MEDIA
UNIT PRESENTATION BY FAITH RIVERS
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- UNIT OVERVIEW SOL: English 12.2 The student will examine how
values and points of view are included or excluded and how media
influences beliefs and behaviors b) Determine the authors purpose
and intended effect on the audience for media messages. Big
Question: How does media influence what we do and think?
Assessments: Formative In-class work, participation in class
discussion Summative Create a piece of media to influence
beliefs/behaviors and write a two page paper explaining: what you
wanted your audience to know, do, or feel after viewing your piece
of media how you composed your media to achieve that effect what
you put into the media and why how your point of view and values
contributed to the composition of your media
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- LESSON 1: AUTHORS PURPOSE AND INTENDED EFFECT Objectives:
Students will know the three main types of authors purposes: to
persuade, to inform, to entertain Students will understand that all
media has a purpose and intended effect Students will be able to
identify an authors purpose Students will be able to evaluate media
to determine whether its intended effect was successful
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- LESSON 1: AUTHORS PURPOSE AND INTENDED EFFECT Model: Direct
Instruction Lesson Process: First, show a clip of the propaganda
from the reaping in the Hunger Games and explain how to determine
the authors purpose, the intended effect of the media, and whether
the media achieved the authors intended effect. Then, show the
Super Bowl pug Doritos commercial and have the students break into
pairs and evaluate it as I walk around and check for understanding.
Last, show two more commercials, and let the students pick which
one to evaluate individually by writing two paragraphs.
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- LESSON 2: PROPAGANDA Objectives: Students will know what
propaganda is. Students will understand that all media has a
purpose and intended effect Students will understand that media
influences beliefs and behaviors. Students will be able to compare
and contrast different types of propaganda.
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- LESSON 2: PROPAGANDA Model: Integrative Lesson Process: After a
brief review of World War II, give the students a matrix of
propaganda images from both Germany and the United States from
World War II. The students will examine the charts individually and
then the class will describe, compare, and search for patterns in
the data set.
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- LESSON 3: POINT OF VIEW AND VALUES Objectives: Students will
know what point of view is. Students will understand that values
and point of view influence how media is presented Students will be
able to analyze media to see why some things are included and
excluded
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- LESSON 3: POINT OF VIEW AND VALUES Model: Graffiti Lesson
Process: Watch three religious commercials and have the students
evaluate them for how point of view and values influence what is
included or excluded from the media. As a unit review, divide
students into groups and use the graffiti model, with the
categories of authors purpose, authors intended effect, propaganda,
point of view, values, and media composition. For each category,
students can write down what theyve learned about the categories,
give examples, explain and define them, and so on.