Media Literacy Lesson 1: Advertise!
Minnesota State Goal (English Grade 7):
CCSS.ELA-LITERACY.SL.184.108.40.206 Students will understand, analyze, and use different types of print, digital, and multimodal media.
Following a PowerPoint presentation of advertising techniques and class discussion,
the students will create their own product and advertisement with regard to two
advertising techniques, paragraph content, and grammar, earning a score of at least 2
using a rubric scale (1-3; 1=not quite yet).
Affective Objective (Bloom's Taxonomy: Valuing):
Given work time after a PowerPoint presentation of advertising techniques, the
students will demonstrate a positive attitude and focus on the task (create your own
advertisement), using a rubric scale (1-3; 1= not yet within expectations).
- Paper (20 sheets)
- Pencil (20)
- Poster Paper
- Craft Materials (Markers, Colored Pencils, Tape, etc.)
Introduction/Pre-assessment (9:00 AM)
As the students walk in the classroom, the Concept Map will be set up for the students.
Students will be greeted and given a piece of paper and pencil. Explain to the students:
We will be discussing media in different ways. This is a concept map where it shows how
we will approach different kinds of media throughout the week. Ask students to jot down
responses for pre-assessment: What do you know about media? Can you list different
kinds, or modes, of media? Teacher will collect student responses.
1. Explain the agenda to the students: Today, we will define and view examples of
different types of advertising techniques, as advertising is a major part of media.
We will discuss different techniques, and you will have a chance to create your
own advertisement using at least two techniques.
Instruction/Lecture (9:05 AM Advertisement Techniques Presentation)
1. Using the Presentation, the teacher will define and show examples of different
advertising techniques. Ask students: Which technique(s) do you think are most
2. Using the Presentation, the teacher will outline what to look for when
evaluating/analyzing advertisements by recognizing the following techniques:
bandwagon, plain folks, testimonials, science/statistics, transfer, emotional appeal,
repetition, weasel words, and music. There is a picture or video clip example of
each technique. There is also a couple physical products that the teacher will share
with the students, so that they can have a tactile experience. This is especially
beneficial for the student with Usher syndrome.
3. The teacher will explain qualities of having a positive attitude, and how it
includes not being critical or complaining about the task. The teacher will also
explain the importance of focusing on the task; In other words, using the given
time to complete the task rather than working on other homework. Positive
attitude and focus are critical skills for success!
Activities/Work Time: Create Your Own Advertisement (9:30 AM)
1. Students will fill out the brainstorm worksheet to help them get started on creating
their own advertisement.
2. The teacher will remind students to demonstrate a positive attitude and focus on
the task during work time.
3. Students will use the available classroom computers or the provided poster paper
and materials to start creating their product advertisement.
4. The teacher will circle the room as students are working, answering questions if
needed. The teacher will check in with the student with Usher syndrome at least 3
times to ensure progress and availability.
Wrap Up (10:00 AM)
1. Tell students that they may finish their product advertisement and its
corresponding brainstorm worksheet at home, and bring the completed
assignment for the next class session.
2. Let students know that they need to check the class blog to print, complete the
self-rubric for their advertisement assignment, and bring it to the next class
session; Students also need to post their response to the journal prompt on the
class blog before midnight: What did you learn today that you did not know
before about media and advertisement techniques? What two advertising
techniques did you use to create your own advertisement; Why?
3. For the next class session students should turn in their brainstorm worksheet,
product advertisement, and self-rubric.
4. After the class slot, the teacher will check in with the student with Usher
syndrome to clarify any questions the student may have about the assignment or
lesson if they have arisen.
Pre-Assessment: inquiry questions in Warm Up activity: What do you know about advertising techniques? Can you list different examples of advertising techniques? Formative Assessment: Observations during work time, brainstorm worksheet, rubric (for advertisement creation) Post-Assessment: Journal reflection prompt posted on class blog. There is no rubric for the journal reflection. Students simply post their response on the class blog before midnight: What did you learn today that you did not know before about media and advertisement techniques? What two advertising techniques did you use to create your own advertisement; Why?
As indicated by an IEP, the student with Usher syndrome may have
additional time to complete the blog posts and assignment. The student with Usher
syndrome has the accommodation of additional time for assignment completion,
enabling for the student to complete the project to the best of ability. The content of
the lesson does not need differentiation for the class, as all students are at grade-
level, including the student with Usher syndrome, which the content is designed for.
A Universal Design for Learning (UDL) approach is implemented as the
lesson addresses multiple means of representation. The teacher will represent the
content through a PowerPoint presentation with visuals and video clips of the
different advertising techniques. The project allows students to express their
knowledge through creativity; they may choose to create a poster, digital
presentation, or video of their project advertisement. Furthermore, they will be
engaged, having the flexibility to choose their product and advertising techniques.
Ultimately, this enables the assessment to be accessible for the student with Usher,
as the student is able to comfortably complete the project through a mode of choice;
Whether its through the use of a computer or a more tactile approach with craft
Figure 1 Concept Map
Figure 2 Cognitive Formative Assessment (Rubric for Create Your Own Advertisement)
Figure 3 Cognitive Formative Assessment (Brainstorm Worksheet)
Figure 4 Affective Assessment (Observation)
Research shows "Children from low-income homes showed growth in
literacy at the same rate as students from high-income backgrounds" (Freeman, 84).
The later quote is impacting, as all the general public ever seems to hear is that the
low-income students are so far behind the high-income students in the world of
education, as only high-income students can afford to have access to books and
resources. Now what we can notice, is that it is not the resources that make all the
difference, but the application of authentic experiences. Students can have the most
expensive, fancy textbooks in the world, but they are meaningless without
application that enables a deep understanding. It saddens me that "[i]n many
schools, teachers are expected or required to use the adopted textbook" (Freeman,
2009). Evidence has been given that it is important to shift away from a text only
approach to literacy. Hence, media literacy is an important topic, as students need
exposure to different media and how bias and techniques may change their
interaction with media.
All students are expected to successfully create their own product
advertisement with regard to quality of production, accuracy of information, bias,
stereotype, purpose, message, and target audience, as these are important elements
of media literacy. At the seventh grade level, it is reasonable for students to have
respect for each other, including the teacher, by focusing on the task of the day. This
is emphasized with the display of the concept map at the beginning of the lesson;
students will know what to expect for the week. Furthermore, the cognitive and
affective objectives are not modified for the student with Usher syndrome, as
according to the student's individualized education program (IEP), no modifications
are needed because the student's reading, writing, and affective behavior is on par
with her peers at the seventh grade level. The individual with disabilities education
act (IDEA) requires that the student with disabilities is included in the general
education classroom for the maximum extent possible (Turnbull, 2013). Hence, the
student with Usher is able to be in the general education classroom for the entirety
of the lesson and work time, as I am aware of strategies to ensure the student's
participation through the Universal Design for Learning, authentic approach, and
sensory integration, as supported by research discussed in my literature review.
The framework of the media literacy lesson is the Universal Design for
Learning (UDL), as the three principles are met: multiple means of representation,
engagement, and expression (Turnbull, 2013). The framework ensures that all
students, including the student with Usher syndrome have a learning experience
that is accessible, responsive, motivating and meaningful. The activities are
designed to fit the UDL approach, as described:
To represent the lesson, the teacher will describe each image verbally to the
class, to ensure that the student with Usher can visualize the ads, using available
hearing. When possible, the teacher will use a sensory integration approach by
bringing a model of the product in an advertisement for the students to interact
with tactilely. An authentic approach is also present, as the use of advertisements
will be iconic and recognizable by the students, alluding to their prior experiences.
For example, one of the advertisements is of a McDonald's Big Mac. Many students
will recognize the product, and already have an experience with it to build upon.
When authentic experiences are included in lessons, the connection between
student and content is stronger, and they are able to recall content more readily.
For expression, the student with Usher syndrome may opt to use the
computer with voice-over feature to create a digital advertisement or create a model
of the product for the project completion. All students have the flexibility to engage
in their learning experience through multiple means of expression and engagement.
In addition, Bloom's Taxonomy is also met with UDL, as emphasis is placed on the
highest skill level: creating. Students have to plan their project with the help of a
brainstorming worksheet, generating and producing the project with diverse
I do not want to have a "standardized" testing approach in regard to
assessment. Instead, I want students to feel like their learning experience is valued,
rather than an assessment number. Hence, I will use inquiry questions before and
throughout the lesson to assess student knowledge. The purpose of asking inquiry
questions is to simply become aware of the prior knowledge of the students,
enabling me to build upon what students already know, and make modifications as
needed. The assessments are accessible and fair for the student with Usher, as the
student is able to type responses to the inquiry questions and blog posts (preferred
method of expression due to braille labels on laptop keyboard). The student can also
use the personal laptop to complete the cognitive assessment/advertisement
Freeman, Y., & Freeman, D. (2009). Academic language for English language learners
and struggling readers: How to help students succeed across content areas.
Portsmouth, NH: Heinemann.
Turnbull, A., & Turnbull, H. (2013). Exceptional Lives: Special Education in Today's
Schools (7th ed.). Upper Saddle River, N.J.: Merrill.