Media Literacy Lesson 1: Advertise!

Minnesota State Goal (English Grade 7):

CCSS.ELA-LITERACY.SL.7.9.7.7 Students will understand, analyze, and use different types of print, digital, and multimodal media.

Cognitive Objective:

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).

Resources/Materials:

- Paper (20 sheets)

- Pencil (20)

- Computer

- PowerPoint

- Poster Paper

- Craft Materials (Markers, Colored Pencils, Tape, etc.)

Procedures:

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

impactful. Why?

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?  

Individualization

  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  

supplies.  

 

 

 

 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)  

                                                     

Reflection

  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  

expression  choices.    

  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  

project.    

 

 

References  

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.