I. Lesson Plan Language Arts 5th Grade – 26 Students

II. LESSON OBJECTIVE

1. TLW Analyze and evaluate magazine covers for purpose, audience, and aesthetics. (Common Core Standards ELA-Literacy CCRA.SL.2)

PI: After discussing magazines and their covers TLW analyze and evaluate covers for effectiveness and emulation. (Informal Assessment)

2. TLW synthesize a magazine cover using main idea and details. (Common Core Standards ELA-Literacy CCRA.W.6)

PI: After exploring magazine covers TLW create a magazine cover of their own about content covered throughout the year. (Formal Assessment)

ESSENTIAL QUESTION: How can you create an engaging and informative magazine cover incorporating main idea and details?

IV. RESOURCES/MATERIALS

Dry Erase Items Internet/Google Classroom Publisher Magazine Cover Examples

Mimio/Mimio Technologies (projector)

Computer for each student Paper (Notebook)/Pencil

V. PROCEDURESA. Introduction and Motivation – (5 minutes)

1. What is the purpose of a commercial?i. To inform you of and attract you to the product.

ii. Watch the Adventure Time commercial iii. How do you they try and get you to watch the show?

2. Display the cover for the Adventure Time Magazine

i. What is the purpose of the cover?1. To get someone to purchase the magazine, inform you

of the contents.ii. Since the cover doesn’t move or have sound like a commercial

what techniques or strategies do you see being used to draw in the potential reader?

1. Colors, layout, images, fonts, main ideas of inside articles, etc.

B. Lesson Body – 1. Analyzing Magazine Covers (15 minutes)

i. Have the class take out their examples they have brought of magazine covers, those provided by the teacher, and some to be displayed throughout the class (or via a web tool such as Google Classroom).

ii. Ask each student to create a T-chart. On one side list, at least, 10 strategies they see on the page, the other side will be used to describe its affect (or how it fulfills its purpose). Ask them to place stars beside strategies they think they can replicate and that would really help their design. Ex. T-chart below.

iii. Allow students 3 – 4 minutes to look at magazine covers before switching. (Students can also work in pairs or groups to analyze covers and share ideas)

iv. Discuss the findings. Create a class list with ideas that come up repetitively. (Ex. Bigger Mastheads (Magazine name), page numbers, publisher, a main image, cover lines (“subtitles”), etc.)

2. Bring the class together and review how to use Microsoft Publisher.

i. This section may vary depending on the class’s familiarity with the program.

3. Magazine Design (25 minutes)i. Direct the class to the Google Classroom where each student

will have a slide of electronic examples of magazine covers for further analysis and comparison and an individual generic magazine template to be altered.

ii. Students will use our weekly reading “Leonardo’s Horse,” and other texts read in class to demonstrate their understanding of main idea and details as they create magazine covers.

Note: Students take notes on important details while reading and will use these to develop the main idea cover lines on the cover of their magazine.

iii. As students are working, float around and assist students by asking questions or seeking clarity about their design.

1. Why did you choose these colors?2. How does your cover line tell us about what’s inside?3. Tell me about the connection between each cover line.

a. If a student is particularly struggle with an aspect and you’ve noted another doing well with the same task, have on assist the other. Also, you can create peer groups for a two minute collaboration to help generate ideas.

b. If there are any particularly interesting ideas being created ask if it can be shared to the whole class.

i. I have the student email the product to me and display it via a projector.

4. Have the class return to their seats to view one last product.C. Closure – (5 minutes)

1. After seeking permission, display a student’s product juxtaposed with a magazine cover they found particularly engaging (I would find the examples during the magazine creation. More importantly, students know that displaying their work, although bringing attention to flaws as well as strengths, allows for them to get greater feedback from the class as a whole).

i. What do we like about this magazine cover?

ii. How could we improve this magazine cover using the found magazine cover?

1. I also allow the student receiving feedback to remain at the computer making changes in real time.

2. Assign the rest of the magazine cover design for homework, which can also be done during reading/language arts stations or during dismissal.

i. The finished magazine cover will be graded and displayed for other 5th grade classes to “purchase,” as to integrate math into a “profit analysis.”

VI. EVALUATIONA. Improvements, strengths and weaknesses.

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