Unit Information

Time Frame
Title of Unit Avertising, New Media, (Proposed hours/ 33 lessons
and Dystopic Reality
lessons)

Subject/
English Developed By Daniel Bowes
Grade Level

Stage 1 Desired Results

Unit Theme: Note to teacher:What is the unit about? How does this unit link to other learning your students have done or will do?
The modern world we live in is a complicated place, that targets us and our perspectives.

What Essential or Guiding Question will frame the learning? Note to teacher: What provocative questions will foster inquiry? What open ended
questions will stimulate thought and inquiry linked to the curriculum?

How do advertisements target our biases? To what purpose/end? Can we tell? Does it matter?
Does propaganda serve an important function in society? Should it be banned?
Would banning propaganda be considered censorship when it clearly is meant to target and indoctrinate?
What is the purpose of stereotypes? Can we avoid them?
What role does
What is the purpose of dystopia?

Potential connections to Aboriginal Education:

(think: First Peoples Principles of Learning as well as content pieces)

Stereotypes of First nations peoples in Canada

Role of First Nations in avertisements: misinformation or equal representation?
Are our perspectives of First Nations peoples factually based or sterotipically based? How do they compare?

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What are possible ways students might become engaged or curious about this unit?
Prompts for teacher:
-Where does this topic live in the world?
-Why would someone care about this topic? What do you find interesting?
-What might students find interesting, controversial or shocking?
- What real world connections to you hope to meet?
Modern advertisement as subjects of analysis.
21st century characters and how they tie in to how we perceive the world.
What do we think of the world as it is presented to us?
Cultivating a greater understanding of the how my students understand the world
Flexible/creative interpretation and direction
Sterotypes and racism: are all stereotypes racist?

Big Ideas
What do you want Is our world the best we can make it; is that the definition of dystopia?
students to Advertisements may seem random, but they are crafted to target specific peoples
UNDERSTAND at the end Each person interprets this information differently.
of the Unit? All messages are constructed
(think: connections, concepts) All messages and representations of reality

Curricular Competencies
Examine how specific New Media techniques and devices enhance and shape meaning and impact:
targeted advertising analysis, journalism analysis.
Access, Analyze, Evaluate, Create: Core understanding about how to think critically.
Recognize the complexities of digital citenzenship: Role of social media and communication,
What do you want
looking at internet thematically (LGBTQ, targeting children, government), government and
students to DO during
policing.
the unit?
Explore the authenticity of First Peoples New Media texts: stereotypes and racism
(think: activities, product, skills)
Access information for diverse purposes and from a veriety of sources and evaluate its relevance,
accuracy, and reliability: Newspaper journalism, gonzo journalism, social media representation
of topics comparisons.
Synthesize ideas and information from various texts and sources: Dystopic creative writing,
propaganda project, advertisement project

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 Construct meaningful personal connectiobs between self, text, and world: interpretations of
purpose.
Core Competencies
Advertisement project: communication, thinking, personal and social
Propaganda project: communication, thinking, personal and social
Journalism assignment: Personal and Social, thinking
Dystopia Creative writing: Thinking

What do you want Content

students to KNOW at the Function of media, advertisement, and propaganda
end of this unit? Understanding of aforementioned things as constructs targeted at people
(think: basic knowledge, How society is reflected/co-constructed in/by all this imagery
definitions, theories, etc.)

Stage 2 Assessment Evidence

Pre-Assessment of Students:
Who is in your room and how does your
unit need to be adapted to help those
students be successful?
What is the level of content mastery &
prior knowledge?
What are learning needs / potential
learning obstacles?
What are cultural assets or community
connections you can use to enchance
your unit?
Honestly do not know yet, I do not know who is in my class at the moment, what specific
needs are required to be addressed, or what IEPs may affect my planning either through
differentiation or modified curricula. However, I am prepared to offer a path of least
resistance built into the planning, where options and choices will be constantly present that
may be a best fit for students. Hopefully a low pressure, low stakes environment will enable
weaker students to feel empowered where they would normally feel anxious to explore the
possibilities of writing, storytelling, and introspection. I hope to not put too much pressure
on students particularily due to the semestered organization of the school, and English
every day could be daunting for certain students.

Formative Assessment Tools

How will you PLAN TO use rubrics, criteria, peer &
self assessment, journals, quick writes, tickets out
the door, sticky notes, etc. and other formative
assessment tools? How will you implement
formative assessment within this unit?
Adapted from N.Pylipiuk & J. Gorsic & Eduopia Unit Planning Checklist
I am hoping to use daily formative assessment to show growth of understanding from
basics to big ideas. To accomplish this I have built in readings, quick writes, thoughtbook
reflection and challenge based reflection, small take away formative assessment of learning
and for learning, and lots of guided/directed inquiry based work time that is closely
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 monitored.
Ongoing Formative Assessment - Can occur
during and at the end of the lesson. Informs
subsequent instruction.

Formal Checks for Understanding Editoral Assignment

Commercial Assignment
Prompts for teacher: How will you know students
Propaganda Assignment
are getting it? How will the PROCESS of learning
be documented and valued? My Dystopia

What are your benchmarks? What

work/activities/assignments will be assessed by
you formally as opposed to informally in your
formative assessment practice?

Summative & End in Mind

Prompt for teacher: How will you know if students I hope my students will be able to see a correlation between media, advertisement, culture,
have got it? representation, and the world around them, and that text in these formats are merely a
What is the the culminating performance task
reflection of the norms, values, and trends of generations that have a profound impact on
(CPT), final project, final performance, or portfolio? culture and national identity. Through inquiry based exploration, students will have looked
at print media, applied this understanding to non-print media and advertisement, assessed
Summative Assessment occurs at the end of propaganda, and shown how all these pieces come together to one outcome: to a degree,
the lesson or sequence (may not occur during were being actively targeted and controlled.
a specific lesson) to see if the instruction has
had the desired results for the class and for
individual students. Can inform instruction
but is often (usually) for reporting purposes.

This only occurs after students have had significant

time to process and practice a desired skill or come
to understand a topic or concept. It may include
tests, portfolios, 1:1 interviews, rubrics, etc.

Stage 3 Learning Plan

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 What teaching and learning experiences will you use to achieve the desired results identified?
Give a brief, point form description of the sequence of learning for this unit? What order does learning need to happen
effectively and clearly?

How will you engage students at the beginning of the unit? (motivational set)

Learning theories & models of instruction:

What variety of teaching and learning styles do you hope to try in this unit? Consider such strategies as Workshop Inquiry Process based learning Centers Ecological
Experience-centered Student-designed activities Simulation Problem-based learning (PBL) Groups Problem-based learning (PBL)

Inquiry based learning (and maybe cascading curriculum)

Thoughtbooks as unit organisers for students

Considerations IEPS mostly.

What individual needs do you anticipate Plethora of media examples and reading load might be too intensive for slow readers
will need to be addressed? or weaker students, identifying these students and having easier to digest samples
handy for these students will be very helpful I believe.
Accomodating shy students with 1 on 1 presentations is a good idea. Dropping the
assessment of the oral portion is not differentiation.

Adaptations Multiple avenues for acquiring information: images, text, Mr. B, peers.
How will you adapt the learning for students Constant choice as path of least resistence to help students through the tasks
with special needs and requirements in your
class?
Building in greater flexibility into the summative pieces, personal presentations for shy
students, art projects with justifications?

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Extensions
What activities, questions, learning can be
offered to students who finish early or need
more of a challenge to stay engaged and
excited about the work you are doing?
I am limited by my 8 week schedule (7 weeks immersion, 1 week phase out) but I
am willing to give extra time for most assignments so long as students are not
chronically handing in work late. Rare instances of late work is fine, chronic,
constant lateness points to possible issues that need to be addressed.

# Lesson Title & Lesson Lesson Activities Resources/

Intention/Purpose Technology Required
1 Greet @ door
Introduction to Mr. B Acknowledgement of First Nations territories and non-ceded land
Introduction as student teacher
Icebreakers: Snowball teacher Q&A,
Community agreement, including criterion of thought, baloney meter.
Attendance
Orientation and requestion newspaper app (flipbook or google play
newsstand), thoughtbook as resource to be brought into class.
Exit Slip: What do you need from me to learn? How do you learn most
effectively?

2 Greet @ door
Spaghetti Tree video
Quickwrite: Under what circumstances could you see someone
Introduction to Media believing this video to be true? How could you most effectively
Analysis and disprove this video?
Journalism Different media in 21st century
Importance of the how and why of messages,overhead of Five
Media Principles
Group brainstorming (groups of 5), one principle per group: What do
these mean? Hang up on whiteboards and present to the class.
Gallery walk.
Apply to a found advertisement examples , different samples per
group, come back as a class to share samples and analyses.

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 Exit slip/thoughtbook relating to clip, deconstruction of media
sample, purpose, which principle do you believe relates most to you?

3 Newsread and quickwrite Circulate and see what students are

reading.
Video clip/add targeting adolescents;
Purpose of Print - What images and words make this product of service
Media desireable?
- Does this ad reflect the reality of personal, school, or daily life?
- What values are reflected?
- According to the ad, what will people think about you if you
use this product?
- Do you want to be like the people in the ad? Why?
Reminder of past lesson, direction of lesson: preparation for analyzing
messages. They will look at different media to analyse purpose
behind messages.
Application of 5 media principles with handout; Media messages are
constructions, Media have unique language, forms, and symbol
systems, messages are produced with social, political, historic,
economic and aesthetic purposes, different people respond to the
same message differently, messages are representations of social
realities.
Show print media ads- guided discussion, looking past obvious
understandings.
Think back to an ad you remember vividly; does it meet these
criterion? What meaning could you have missed/overlooked? What
does this mean for even simple advertisements?
4 Newsread Prompt, What did you think about the article based
solely on the front page?
Judging a Paper by its What makes an important story? How can you tell its important?
Cover What would you be your criterion for front page news
understanding messages, and basics of how advertising appeal to

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 sensibilities: think, pair, share, squared refinement like Community
agreement.
Does this hold up to reality? What have you noticed about front
page news in your daily readings relating to the Five Media
Principles and/or advert outline
Using apps or brought in samples, in groups of 3-4, what appears as
front page news?
Analyse based on criterion
Present to class.
Thoughtbook: What does this mean for print media? What direction
is it headed? What is valued?

5 Newsread: Reflect on the language your chosen article uses. Answer

either; how does it cater to a certain audience? Examples? What are
Media and Deliberate certain buzz words (will address at the start of class) that draw your
Language attention? What is the overall mood of the article? Does it affect your
reading?
Share with a partner then class, based on what was identified about
language.
Presentation: summative piece and criterion: writing a newspaper
entry: nation/international, editorial/opinion column, local news story,
sports story, feature story (front page), magazine. Choose one; real or
fiction. Has to adhere to aforementioned criterion.
Clickbait, how is non-print media getting us to read using language?
Look at clickbait articles in class on overhead as a group, share
reactions popcorn style.
Thoughtbook, compare a clickbait article and your article from the
start of class, how does their focus differ? How does language play a
role in this? In what situation would you read either?
**Homework: Consider over weekend how you will begin to address
the criterion of the assignment. What kind fo article might you write?
Research terms you may not understand and have a general idea of

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 what you may do come Monday. **
6 Newsread What do you notice about how the story/article is
Beginning to Consider; written? What kind of thinking does it promote? Is it possible to fact
Summative check?
Assessment, Periodical Carousel activity, samples of each kind of editorial in groups; what
kind of language is used? What is emphasized in each editorial (not
just the obvious subject, but how is it emphasized uniquely)? How is it
structured? Offer Printing Press resource.
Class discussion summarizing
Thoughtbook, what might a rough draft of your article look like?
Sketch, identify, think, plan.

7
Library Work Period, remember to gauge student preparedness.

8 Present in groups of 7-8, student assessment of ideas/rationalizations

Small Group based on oral presentation criterion, content and standards based
Presentations of Work assessment. Assessment of physical work up to Mr. B.
Time permitting: What were some interesting stories/adaptations/
takes on standard journalism practices you saw within your groups?
Where could we go from here?

9 **Thoughtbook work should be refocused now to; working towards a

The Power of an Idea; commercial**
Viral Media and how Quickwrite/reading time.
we Participate What makes for a catchy advertisement that really sticks in the brain?
How to ads use these criterion to target people? Memorable,
attention grabbing, clear message, emotional appeal; think pair
share.
PuppyMonkey Baby ad,
React to a couple clickbait articles, what do they have in common
with viral advertisements

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 How does social media fit into all this? How do we share information?
Is the connection simply clickbait? Can we actually resist clickbait?
Work with a partner; what was a viral advertisement/video you
shared. Why did you share it? Did it share any of these criterion?
What first caught your attention?
Thoughtbook: How does this inform your understanding of of the
structure of a commercial?

10 Newsread/writing prompt: How does your reading today make you

Advertisement: Ethos feel? Why? Why do you trust the information youre reading to be
Pathos Logos true? Are you convinced by the article? Why?
Brief discussion, sharing from prompts. How are we convinced to
believe something? What sticks in your head? Where do you
encounter advertising in your life? Do they affect your interests?
Explain that advertisers carefully construct their ads to target people,
relating back to the criterion wed been working with before.
Refining further: Ethos Pathos Logos w/ Worksheet. What might be
examples or tihngs to look out for.
Can EPL overlap? Can you think of any examples? Guiding: Nine out
of ten dentists choose crest.
Retrace our steps, how does this relate back to our four criterion for a
catchy advertisement? Are these redundant or does it help us
understand more?
In small groups, come up with a target audience, and what a potential
product for this audience might be, identifying one EPL and how it
relates to the four criterion as well. Record in thoughtbooks.

11 Spend first 5-10 minutes instead of reading, thinking and drawing a

Demographics and map about what you believe is important to understanding you.
Targetting; Getting Share ideas on board until I have about 10 examples
you to Want Ask: what do advertisers care about? Weve seen how they boil down

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 Something ideas to essentials, how does this understanding inform how
advertisers may see us?
Discuss with the person next to you, boil it down to 5 things.
Come back as a class.
Share the commercial reality, compare to what the class came up
with. Is this enough? Is it flattering? And yet it works!
TC2 Perspective handout.
Outline criterion for summative piece, Commercial advertisement,
print or non-print media, groups of 2? Can opt to work with the
person theyd paired with when last asked to consider demographics.
Otherwise new random pairing. One or the other decision.
Homework, Commercial Dig activity, done by day 13.
12 Reading
Application of Predict what you may see in a commercial aimed at girls vs boys.
understanding Analysis of Girl Commercial for Nerf Guns vs Boy Commercial for
Nerf Guns based on EPL
After watching one, take notes based on group placement and
criterion students are looking at. Look at next video. Repeat.
How do stereotypes affect our understanding?

13 Reflect on all the reading, writing, and observation you have done. All
Advertisements, the Ads youve seen and commented upon. What were common
primarily, Say topics? What did the people look like? Where was our attention being
something about our focused? What were they doing?
values as a society Think back to last class on the nerf gun video. What is the hidden
message?
Violence and sexuality in public advertising in Canada. What does this
say about the target audience? Is sexuality just targeted at men? Does
violence really appeal to us? How?
Examples of ads and other media . Has violence gotta too
excessive? How do they target EPL?

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 Discuss classifications of violence: Cartoon, Emotional, Physical,
and Real life.
Thoughtbook: Express your thoughts and feelings about violence in
media. Is it just a trend?

14 Work Period

15 Work Period

16 Presentation of Present Commercials, 2-3 minutes each

Commercials
17 A television commercial for communism (though maybe an easier
topic would be better, maybe a Trump rally video), however a simple
explanation at the start of the lesson to preface the video may work
Propaganda vs. fine.
Advertisement, Answer 5 questions, work through with a partner.
Difference? Getting Is the advertisement beneficial or harmful? What is the ultimate goal
you to Believe of propaganda (which is distinct from advertisement)
Something What do you believe after seeing this video? Whats the reality? What
do we actually know?
Where to find propaganda workmat, 6 groups, each 1 area, find 2
examples and how this affects people for each example.
THoughtbook and reframing; working towards propaganda
poster/movie and rationalization.

18 Reading/thoughtbook time
Does propaganda Propaganda works best where theres ignorance about a subject.
interfere with critical Watch first 5 minutes of video, Kony 2012
thinking? Propaganda Answer 2 questions
as a tool of Those in Extensive look at trumps use of language, how does the way Donald

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 Power Trump use language impede critical thinking? Look at a selection of
tweets.
U-Shaped Discussion
Thoughtbook; How does the inclusion of mass media influence your
understanding of the challenge?
19 Reading/thoughtbook time
Piece of a Photo Activity/ Multiple Photo perspectives/Single Photo,
Perspective Detail analysis (select example
We know propaganda uses strong emotion to elicite/align thinking
along certain lines.
Perspective, racism, and forgetting. How can not being represented
be a bad thing in todays media?
First Nations in Canadian media/advertisements
Are our perspectives of people/minorities based on stereotypes or
the other way around?
Working on outline of propaganda assessment.

20 Reading/thoughtbook time
Does propaganda need to promote extremism to get its point
Perspective continued across? Does it need to be nasty? What qualifies a piece to be
propaganda?
TC2 perspective handout refresher
Looking at traditional propaganda sample posters (ww2, Mario, BB is
watching?, The Hunger Games?)
First nations conservation efforts and propaganda, Focusing on Flint
Photography project (flint Michigan indigenous peoples)
Continue collborating with partner on assignment through
thoughtbook work.

21 Reading/thoughtbook time List of

Shaping a Society; Groups of four; using what you know about propaganda, how it prompts/directions to

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 Propaganda as Social targets people, and how it conveys a message; answer: How could it take for the summative
Control be used to control, influence, or placate a population? What media piece. Themes,
channels would we find this example? Who would it target? Come up situations, target
with a scenario audiences, scenarios.
Group analysis
Class comparison
Thoughtbook; Does your project aim to control, influence, or placate
a population of people?

22
Work Period

23 Present products: gallery walk w/ commentary.

Written response (15-20 minutes): Choose a project that is not your
Reacting to Media own. In what kind of world/society could you see this kind of
Projects through propaganda being used? How would it affect society day to day? Give
Writing 3 examples (social, interpersonal, media, governmental, etc) of
situations that have been influenced by by this advertisement.

24 Give out Ray Bradburys The Pedestrian for reading. What is going
Dystopia; Creative on with the people in the story? What is up with society?
Writing Informed by Imagine your perfect world (solve a major social impediment/issue).
Reality Sketch it out, write up an outline.
Think hard/in depth, how did the people in your world solve this issue
realistically?
Does this shatter the perfection?
Story share
Hand out rubric for
Thoughtbook Reflection; How do utopia and dystopia relate to the
real world?
25 Fun vs unfun activity. (Workgroup rearrangement, 2 megadesks)

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 Managing Inequality Writing prompt: how did you feel during the exercise? How did you
Through Complacency view the people in the other group? Were you confused, angry,
unconcerned? What are some situations in your life where you have
experienced tohers going through a tragedy, and ignore/walk away
because we dont want to help with it, or we stand to benefit from the
situation.
Group discussion; how could this inform real life? Can anybody think
of a situatuation like this?
Hand out and read Those Who Walk Away from Omelas
Think pair share; how does our society deal with difficult/unfair
situations? How do we deal with difficult situations daily?
Exit slip/corkboard:
26
Computer lab day: follow up on a story/situation you noticed/was brought
to your attention. Was it ever resolved? What happened? Did people just
lose interest? Where is the tipping point between helping others and being
a spectator?
Writing prompt (with a photo? If I have office 365 box): After
following up on an issue, why do you believe we stopped hearing
about it in the news?
Homework: look up an pressing, current social issue that you could
use as the basis for your dystopic short story.

27 Silent reading/thoughtbook reflection

Lets write a story Through writing prompts, hack out a rought draft skeleton. Guided
creative writing block.
Homework, write a rough draft for peer review next class.
28 Peer Review Session Standard rotating partner peer review session with descriptive
feedback.
Homework, electronic copy handed in by Sunday 3pm.
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 Assess and Reflect (Stage 4)
Considerations Comments/ Provide Examples from this Unit Plan
Required Areas of Study:
Is there alignment between the competencies the
performance assessment and the learning
experiences?
What/are there any other curricular areas that this
unit covers?
Adaptations: For struggling students:
Have I made purposeful adjustments to
the curriculum content (not outcomes),
instructional practices, and/or the learning
environment to meet the learning needs For students who need a challenge:
and diversities of all my students?

Core Competencies:

Core competencies are sets of

intellectual, personal, and social and
emotional proficiencies that all students
need to develop in order to engage in
deep learning and life-long learning..
How does your unit promote
communication skills, personal and social
skills and creative and critical thinking?

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Instructional Approaches:
Do I use a variety of teacher-directed and
student-centered instructional
approaches? Do I use cooperative learning
strategies?
Assessment Practice:
Have I included formative and summative
assessments that are reflective of student needs
and interests based on the curricular outcomes?
Have I used a variety of assessment practices in
my unit?

Culture of Diversity:
Have I addressed international content &
Perspectives, Gender Equity, Multicultural
Education and Aboriginal Education? Have I
nurtured and promoted diversity while honoring
each childs identity?
The Student Teacher as a Growing
Professional:
How has this unit addressed PDP Goals 1-
5?

The Student Teacher and the Pupils:

How has this unit addressed PDP Goals 6
& 7?

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The Student Teacher and the
Curriculum:
How has this unit addressed PDP Goals 8-
10?

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