Media Literacy Lesson Plan

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  • Media Literacy Lesson 1: Advertise!

    Minnesota State Goal (English Grade 7):

    CCSS.ELA-LITERACY.SL. 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).


    - Paper (20 sheets)

    - Pencil (20)

  • - Computer

    - PowerPoint

    - 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

    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?


  • 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)

  • 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


  • 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.


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