SCHOOL OF EDUCATION

Lesson Planning Guide

Instructional Model: Cooperative General

What message is the media sending?
Name(s): Nicole Marriott

Lesson length: 45 minutes

Grade Level: 7/8

Subject: Drama: Media Literacy

I.
Standards
Common Core Standard (http://www.corestandards.org/ )
CCSS.ELA-LITERACY.RI.7.1

Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.7.5

Analyze the structure an author uses to organize a text, including how the
major sections contribute to the whole and to the development of the ideas.
CCSS.ELA-LITERACY.RI.7.6

Determine an author's point of view or purpose in a text and analyze how the
author distinguishes his or her position from that of others.
CCSS.ELA-LITERACY.RI.7.8

Trace and evaluate the argument and specific claims in a text, assessing
whether the reasoning is sound and the evidence is relevant and sufficient to
support the claims.
CCSS.ELA-LITERACY.SL.7.3

Delineate a speaker's argument and specific claims, evaluating the

soundness of the reasoning and the relevance and sufficiency of the
evidence.
Utah State Core Curriculum Standard(s)
(http://schools.utah.gov/arc/curr/CORE/CoreBinder2013/index.html or
http://www.uen.org/core/ )
Standard 78.T.CO.1: Examine a community issue through multiple perspectives in a
drama/theatre work.
Standard 78.T.CO.3: Examine contemporary social, cultural, or global issues through
different forms of drama theatre work.
Utah Technology Core
7: Collaborate with peers, experts, and others using telecommunications and collaborative tools to
investigate curriculum-related problems, issues, and information, and to develop solutions or products for
audiences inside and outside the classroom.
8: Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve
problems.

ISTE*S Standards
1c. Use models and simulations to explore complex systems and issues.
3d. Process data and report results.
5b. Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity.
II.
Intended Learning Outcomes
Objective
The students will explore the specific techniques media uses to

construct their messages to cause their audience to behave a

certain way.
Indicator
The students will post their understanding via blog post.
III.
Assessment of Student Progress
Pre-assessment. In the previous class, students will fill out a survey about
techniques marketers use to create their ads.
Formative assessment(s). Teacher will walk around the classroom monitoring
discussion. Students will present the information they discussed in their groups.
Teacher will also be able to monitor in class summary of learning.
End of lesson assessment. Students will write a blog post synthesizing the
information they learned in class and having an online discussion about
questions they still have.
Summative assessment. This lesson will prepare the students to create their
own message by helping them become aware of the strategies used in
messages. Students will be asked to identify what persuasive strategy they are
going to use in their project.
IV.
Preparation
Teacher preparation.
- Materials - Post videos on LMS
- Group 1: Expert opinion
- https://www.youtube.com/watch?v=K9b-PFZRbkE (CC)
- https://www.youtube.com/watch?v=k_pJ-S_MDHQ
- https://www.youtube.com/watch?v=rsaaBqCYW1I (CC)
-

Group 2: Emotional appeal

https://www.youtube.com/watch?v=QoqWo3SJ73c (CC)
https://www.youtube.com/watch?v=0oYlOBun8UI
https://www.youtube.com/watch?v=Emawq64b0DU (CC)

Group 3: Celebrity endorsement

https://www.youtube.com/watch?v=Jq63dNQy8Bk
https://www.youtube.com/watch?v=BWi8X-zKQ0U
https://www.youtube.com/watch?v=YXCtFjd_Afk (CC)

Teacher will Download videos to files on computer for back up.

- Target vocabulary
Media Message, tactic, technique
- Technology Use - Students will be enrolled in an LMS
classroom. Students will access and view YouTube Videos. Students will have a
blog where they show their thinking
Student preparation. Students will fill out survey in class period previous, and
come to class ready to work collaboratively.
V.
Instructional Procedures
a. INTRODUCTION: Teacher will introduce the lesson by telling the
students that they will be looking at some media messages that share a message.
There will be two parts, discussing the marketing technique and then dissecting
the message itself.
b. NAME, TEACH, PRACTICE SOCIAL SKILLS: Teacher will explain that in
todays lesson we will be working on the social skills of contributing ideas and
showing respect. At the end of the lesson, students will be expected to report on
how well they feel they worked on these social skills.

c. IMPLEMENT: Teacher will assign groups by counting students off. Assign

roles to each person in the group (Leader, Timekeeper, Summarizer, [Reporter,
Editor]. The videos for each group will be posted on the LMS. Students will watch
their assigned group of videos and then determine what marketing tactic was
used for their grouping.
d. Give students about 5 minutes to watch their video and discuss. Then
ask them to pick one of the videos and determine 1. Who is sending the
message? 2. What is the purpose of the message? 3. What design techniques are
used in the message (color, image, text, movement, design, lighting, sound,
mood/feeling created)? (Make sure to define these beforehand so the students
understand what they are looking for) 4. Summarize the message in one
sentence. This can be written on a piece of paper or a writing app of students
choice (Notes, Pages, Notability, Google Draw) (Worksheet will be given on Google
Classroom either to look at or to fill out.)
e. Have the students share with the class. They need to show their video,
talk about the kind of marketing tactic used, tell who, the purpose, talk about the
design techniques and give their summary.
f. SUMMARIZE: Have the students discuss what they learned about media
messages. What might be some core concepts? Have them summarize what
they learned and what concepts were brought to light through this dissection.
g. MEASURE ACCOUNTABILITY: Have the students fill out a reflection
(Google form) about their participation and how well they feel they were able to
use and grow those skills.
h. ASSESSMENT: Have students share the information they learned on a
blog post, podcast or screencast and answer a question (Tell me what you learned
today and one question you still have about digital messages) on Google
classroom
i.
EXTENSION 1: If students are interested in learning more, have them
look up and define these advertising techniques: Bandwagon, Evidence-based
Advertising, Card-Stacking. Then have them find 2-3 examples of advertising or
persuasion where this occurs. MORE: Assign students to research more
techniques (students find them on their own) and share them with the class.
MORE: Have the students take all the different kind of techniques and group
them. What would you title each group? Why?
Extension 2: Have students find persuasive techniques in things OTHER THAN
advertising. Where do we see these strategies in our everyday lives?
VI.
Meeting Student Needs
Accommodations.
For students with orthopedic impairment, assign seats by door, assign groups with
those students near
door (or in clear space) and make sure locations they need to move to and around
are clear of obstructions.
If student needs an accommodation for writing, student can give reflection of social
skill verbally to the
teacher.
Differentiation.
Weak students can be extra students in group and can be given less intensive jobs.
Strong students can take leadership positions and can be assigned to make sure
everyones voice is heard.
VII. Backup Plan
Teacher will have backup videos for all the students to watch if their links do not work.
Teacher will also have print ads available. Students can write reflections and blog posts on
paper if necessary.