Media Lesson Ideas

Media Lesson Plan
Emily Dickinson, President Obama, and the Importance of Images
Big Question: Can we “read” images? How does the appropriate selection of images aid or hinder the author’s meaning? Are our lives influenced by images selected for specific purposes? How can we use images to convey an attitude or opinion?
Objectives: The students will recognize the effects of language and visual images on thinking and composing as well as recognize the ideological influence of media texts on target audiences and the culture at large. The students will also be able to construct meaning from non-print texts.
Standards:
E2-1.6: Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and visual and performing arts.)
E2-2.7: Analyze propaganda techniques in informational texts.
E2-6.6: Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.
Opening: I will begin class by showing my Moviemaker project that portrays American Romanticism using an Emily Dickinson poem and visual images that represent elements found within the poem and the Romantic/Transcendent movement. After the students view the video they will create a journal entry responding to this prompt: Explain the use of visual images to discuss the poem. How do the images represent and reinforce the elements we have been discussing throughout the unit? How does the selection of appropriate images relate to propaganda and the author’s craft? I will show a few images and ask the students to create captions for each photo.
Direct Instruction: I will begin the direct instruction by explaining propaganda techniques used in the media and relating those techniques to understand bias. Think “pathos”. The students will spend the next portion of the class in the computer lab. I will run through a Moviemaker tutorial while in the computer lab and answer any questions the students may have about the software. This should take about 30 minutes to complete and during this time the students should be thinking about a poem or short story they wish to use for the final project.
Indirect Instruction: As an in-class warm up to Moviemaker, the students will create a 30 second video using propaganda photos and one other form of media (music, text, and grouping). This will give me a chance to walk around the room and answer any questions the students may have while they are playing around with the newly learned software. The students will be creating this mini project using the following prompt: Mass media and advertising play a major role in our capitalistic society. Select a product or a cause and create a 30 second Moviemaker project that uses appropriate images that produce the desired affect or opinion. (Ex. Products such as makeup, clothing, houseware, automobiles, cell phones, sports products and causes such as pollution, gay marriage, religion, politics, etc.) As I walk around the room I will be sure to show examples of appropriate images that are used solely to produce an opinion and relate their choosing of images to their choosing of appropriate quotes from texts when writing a paper. (Previously in the semester I discussed the importance of using appropriate quotes when forming support for an opinion and the correlation will be made with images/non-print texts.)
Close: The students will be given a handout explaining the larger Moviemaker project that they must complete. The handout will consist of basic criteria such as length, number of different mediums used, a list of poems and short stories available for use, and a list of technical criteria.
Rationale: By allowing the students to create a multimedia project using Moviemaker they will gain confidence using software as well as gain a better understanding of how images play an important role in the author’s craft. The students will also understand how to better “read” images and understand how to connect those images to a text. The lesson will address standards such as propaganda techniques, using multimedia to produce presentations, and reading and understanding non-print texts.
Vocabulary Used: Propaganda, Media, Moviemaker, Critique, Non-print Text, Cuts, along with some technical jargon.

More Ideas for the Classroom

Unit Title
Today’s Media (Vocabulary Lesson)

Lesson Standards and Objectives
Student Objectives/Learning Outcomes:
The student will: be able to recognize and describe the different media types and be able to identify those media types in either written or visual form.

Essential Question(s)
Essential Question What constitutes media? From where is media produced? What types of media are available? How can we use media to highten our awareness of the world in which we live?
Procedure
Beginning (Set) The beginning of the class will lay the foundation of what types of media are available in our society. Examples will consist of print and non-print media texts.
Middle (Instruction) Students will be given terms that relate to media and will define them to understand the concepts that we will be discussing. Instructor will address any misunderstandings regarding what constitues media and will clearly identify differences between said media types.
End (Closure) We will close by discussing what we have learned and begin talking about the legitamacy of sources and lead into author bias and propaganda.
Assessment Students will be given a worksheet to identify media and how that media can be accessed and used for the right purposes. Students will be asked to read/listen/watch three media productions for homework and be prepared to discuss them in class for the next day.
Materials and Resources Required For Lesson
Textbooks Pages None
Supplemental Reading Materials Magazines, newspapers, online newspapers, journals, articles, pamphlets, leaflets, flyers,
Graphic Organizers www.cnn.com, www.pbs.com, www.npr.com, www.msn.com, www.foxnews.com, www.thedailyshow.com, www.aol.com, www.thedailysoup.com,

Other Resources None
Technological Resources Internet access for URL’s, audio capabilities for podcasts,

Unit Title
Today’s Media (Writing)

Lesson Standards and Objectives
Student Objectives/Learning Outcomes:
The student will: take knowledge learned and create their own written media production.

Essential Question(s)
Essential Question What tools can be used to create media productions? Specific to print forms of media?
Procedure
Beginning (Set) Students will be shown various tools for creating media projects, specifically print forms of media.
Middle (Instruction) Students will be allowed to use computers and printers to begin working on their print media projects.
End (Closure) The class will end with a discussion of the print media assignment and I will explain the necessary criteria.
Assessment Students will hand in their version of a print media project for the following class period.
Materials and Resources Required For Lesson
Textbooks Pages None
Supplemental Reading Materials None
Graphic Organizers None
Other Resources None
Technological Resources Microsoft Publisher, Microsoft Word,

Unit Title
Today’s Media (Reading)

Lesson Standards and Objectives
Student Objectives/Learning Outcomes:
The student will: read various forms of print and non-print media and discuss the value of today’s media choices.

Essential Question(s)
Essential Question How to read media? What is important? How can we validate the importance of these media options?
Procedure
Beginning (Set) Students will select from an assortment of magazines, newspapers, articles, journals, pamphlets, leaflets, and flyers. The students will spend time reading and evaluating these sources for validity.
Middle (Instruction) Students will discuss whether or not they enjoyed their media selections and what they feel could have made their experience better. The students will also discuss the importance of these selections to what is going on in society today.
End (Closure) The students will discuss in groups whether they prefer print or online resources to receive their information and how print can last in an ever-growing paperless world.
Assessment Students will list their favorite print forms of media and be given a worksheet to go through before the next class period.
Materials and Resources Required For Lesson
Textbooks Pages Magazines, newspapers, journals, articles, pamphlets, leaflets, posters, online texts,
Supplemental Reading Materials None
Graphic Organizers www.npr.com, www.msn.com, www.foxnews.com, www.cnn.com, www.thedailyshow.com,

Other Resources None
Technological Resources Internet access for URL’s and non-print articles,

Ideas for the Classroom

Unit Title
Today’s Media (Audio/Visual) (Technology)

Lesson Standards and Objectives
Student Objectives/Learning Outcomes:
The student will: listen to podcasts and watch selected footage to use in a discussion about the many types of media available. Podcasts and videos will come from relevant, current events that are affecting our immediate and local atmosphere and will have students’ interests in mind. Relevance is the key to retention!

Essential Question(s)
Essential Question What types of media are available? How can these types of media be accessed?
Procedure
Beginning (Set) The students will listen to a selected podcast from NPR and discuss its relevance. Then the students will be shown a couple of clips from Fox News and CNN.
Middle (Instruction) The students will discuss and learn about how to access this media on their own time and where to get the latest information on a topic that they are researching. During this time the students will be given a chance to explore selected internet sites for media productions.
End (Closure) We will end with a discussion about the different types of media that we have researched and answer any questions about accessibility.
Assessment Students will locate and report on three media sources not previously discussed in class and be prepared to talk about them the following class period.
Materials and Resources Required For Lesson
Textbooks Pages none
Supplemental Reading Materials none
Graphic Organizers www.npr.com, www.msn.com, www.pbs.com, www.foxnews.com,

Unit Title
Today’s Media (Technology) (Audio/visual)

Lesson Standards and Objectives
Student Objectives/Learning Outcomes:
The student will: recognize and describe the reasons behind propaganda and be able to clearly define and identify objective and subjective media. Students will also be responsible for finding their media styles and producing a fictional media website.

Essential Question(s)
Essential Question What is bias in the media? How does this bias affect our interpretation of the truth?
Procedure
Beginning (Set) First the class will discuss the definition of the words “bias” and “propaganda” and then I will have the students get into groups to discuss if they feel as though they have ever been a victim of bias or propaganda.
Middle (Instruction) After a group discussion students will look at various propaganda websites and discuss the impact on the media. Students will design a fictional webpage that will support their media interests.
End (Closure) As a class, we will discuss the things that we have just viewed and talk about the importance of recognizing propaganda in the media.
Assessment Students will find three examples of propaganda or author bias used in the media for homework and will be prepared to discuss them in class the following day.
Materials and Resources Required For Lesson
Textbooks Pages None
Supplemental Reading Materials Pamphlets, leaflets, posters, flyers, magazines, articles, newspapers,
Graphic Organizers www.thedailyshow.com,

Other Resources none
Technological Resources Internet access for URL’s

Alternative Ways to Use Blogs

Blogs can be a very fruitful way to foster writing skills in high school students. After blogging myself on a few entertainment websites I thought that using pop culture and blogs would be a good way to separate school and pleasure and still have to students practice writing skills. I participate in a blogging sites: ESPN SoccerNet, Surf Magazine, and The Surfer’s Journal. All are for entertainment purposes, however, all three offer me a chance to practice writing skills of all kinds: Persuasive, Argumentative, Informational, and so on. While I am making my posts, I do not think that I am developing my writing skills. In fact, I am developing writing skills and communication skills. I participate in a fantasy soccer league as a part of Premierleague.com and I post and respond to comments on a weekly basis. My friends, and others who read the posts, comment and we have a back and forth exchange. Some posts are purely for bragging, while others are designed to give new transfer information, injury reports, and plans for the future. My blogs for SurferMagazine.com and TheSurfer’sJournal.com are more designed for informational writing. I offer explanations of current swell conditions, up-to-date information of World Tour rankings, and often times, trip reports. I am able to practice technical writing skills as well as creative pieces about my trips or would-be trips. Allowing students to blog about what interests them would be a great way to foster writing skills. By keeping blogs technical and academic based, we provide another piece of dreaded homework for our students. If we can incorporate student interests, we will ultimately create better, more consistent, writers.
My blogging sites:
www.premierleague.com
www.espnsoccernet.com
www.surfline.com
www.surfmag.com
www.surfersjournal.com

Teaching ELA, Not Computer Science

How do we use technology to teach skills for ELA and not get bogged down with teaching tech skills? When have we crossed the line from being an ELA class to a computer science class? I have considered this a lot when creating technology based lesson plans. Many of the lessons I have designed over the past few months that deal with technology will take more than a few minutes to explain. My students will need time to practice and work through problems that arise. I know when I first began to use certain programs it took me a while before I was comfortable. My students will also experience this learning curve. So how do we continue to use technology in the classroom and for projects without spending too much time on the “technical” side of things?
Start small and assess properly. My job as an ELA teacher is to teach skills that are specific to English, not computer science. While I want my students to create a sound, polished product, I will be more concerned with their understanding of the text or prompt. This is the same rule to go by when dealing with other sorts of projects as well. I would rather my students be able to describe and comment on social injustice and the role of religion in Puritan America rather than draw me a pretty scarlet “A”.
Another good way of making sure time is not wasted is for me to do the project first, always. A good teacher once told me that every assignment they have ever handed out, they themselves completed it the same night. This will give me more of an understanding of what thought process and problems my students will have. If things become too difficult for me, it is probably safe to safe that it will be difficult for my students as well.
Walk through your lecture on the technology several times and make sure that the tutorials are clear and understandable. Also, make sure that you do not give them too much to do in one day. If it is a large or complicated project, split it up into parts so the students will not feel overwhelmed.
The biggest thing to remember is that we are teaching ELA skills, not computer science skills. If we get the chance to integrate the two then wonderful, but let’s not lose sight of our main goal.

Ipad for Teachers and Principals

Sitting in the doctor’s office the other day I noticed a lady sitting in the corner working with her Ipad. After overhearing her phone conversation I assumed she was a teacher. I asked her politely if the district had paid for her to have the Ipad. This started a great discussion and I now feel that the use of Apple’s Ipad for teachers is great.
She explained that she uses it for email, powerschool, notes, student profiles, weblinks, videos, photos, the list went on. She further explained that everything that she does/downloads is sent to her phone and home computer. This surprised me because her phone was a Samsung and her home computer, a Dell. She told me that the district had purchased the Ipad for her (she is the principal of North Myrtle Beach Elementary School) and that she has not yet purchased them for her teachers. She exlpained that the district paid over $800 for the Ipad and then she paid the additional cost to upgrade it to 3G as well as put any extra applications she desired. After her short tutorial I became very excited about the technology and feel that it will be of great use in the future.
Watch the review on YouTube!:

Horry County Schools Standards and Technology

Performance Standards with Mastery Indicators for Technology
E3-2.1 Analyze an author’s development of thesis and supporting evidence.
E3-2.2 Interpret information within and across texts to draw conclusions and
make inferences.
E3-2.3 Create responses to text through a variety of methods such as writing, oral
presentations, media productions, and visual and performing arts.
E3-2.4 Carry out independent reading for extended periods of time to gain
information.
E3-2.5 Critique text for indicators of bias such as word choice and inclusion
and/or exclusion of facts and opinions.
E3-1.1 Interpret information within and across texts to make inferences about the
impact of character and setting on plot.
E3-1.2 Analyze the impact of various points of view including first person,
limited omniscient, and omniscient on text.
E3-1.3 Understand an author’s development of characters and conflict and the
impact on theme.
E3-1.4 Interpret figurative language.
E3-1.5 Analyze the effect of author’s craft on meaning.
E3-1.6 Create responses to text through a variety of methods such as writing,
creative dramatics, oral presentations, media productions, and visual
and performing arts.
E3-1.7 Carry out independent reading for extended periods of time to derive
pleasure.
E3-1.8 Summarize and paraphrase text to demonstrate understanding.1-2.6 Analyze text for propaganda techniques.
E3-3.1 Construct meaning of unfamiliar and multiple-meaning words using
context clues including definition, restatement, example, and comparison
or contrast.
E3-3.2 Construct meaning in context through knowledge of Greek and Latin
roots, affixes, mythology, and cultures.
E3-3.3 Analyze connotations to understand meaning.
E3-3.4 Construct meaning in context through knowledge of idioms and
euphemisms.
E3-3.5 Use context to determine the meaning of technical vocabulary.
E3-5.2 Create persuasive writing that develops a thesis and uses support such
as facts, statistics, first-hand accounts.
E3-5.3 Use technical writing to complete applications and write résumés.
E3-6.1 Design inquiry projects by constructing questions, accessing resources,
and organizing information.
E3-6.2 Clarify and refine thesis to guide inquiry.
E3-6.3 Use interviewing techniques to gather information from primary sources.
E3.6.4 Use valid primary and secondary sources of information.
E3-6.5 Use paraphrases, direct quotations, and summaries to integrate other’s
ideas with the writer’s and to avoid plagiarism.
E3-6.6 Use parenthetical citations to document sources.
E3-6.7 Create oral, written, or visual presentations for a specific audience and
purpose using effective organizational strategies and communication
techniques.
E3-6.8 Use appropriate charts, diagrams or tables to support oral, written, or
visual presentations.
E3-6.9 Produce a works cited list crediting primary and secondary sources.
E3-6.10 Use Standard American English (SAE) when appropriate.