Block 9: Media and Novel Study - midlandisd.net 9: Media and Novel Study Lesson Objective & TEKS...
Transcript of Block 9: Media and Novel Study - midlandisd.net 9: Media and Novel Study Lesson Objective & TEKS...
5th Grade Reading 1
Block 9: Media and Novel Study
5/4-5/29
4 weeks (19 days)
TEKS: 5.1A, 5.9A, 5.14A, 5.14B, 5.14C, 5.14D
Week Time
Frame
Lessons Focus
1 5/4-5/8 1-5 5.14A-D Media Literacy
2 5/11 - 5/15
6 +
Novel Study 3 5/18 - 5/22
4 5/26 - 5/29
5th Grade Reading 2
Block 9: Media and Novel Study
Lesson Objective & TEKS Procedure
1
TEKS: 5.14A, 5.14C
Obj: We will explain how messages
conveyed in various forms or media are
presented differently and identify the point
of view of media presentation.
Product: I will explain how messages
conveyed in various forms or media are
presented differently and identify the point
of view of media presentation.
Focus: Media Awareness
Text/Resources: Different Types of Media
(included as handouts following the lesson)
Approach: Minilesson
Resources/Materials:
Media Awareness Anchor Chart
2
TEKS: 5.14B
Obj: We will consider the difference in
techniques used in media.
Product: I will consider the difference in
techniques used in media.
Focus: Ad Techniques
Text/Resources: Different Types of Media
(included as handouts following the lesson)
Approach: Minilesson
Resources/Materials:
Ad Techniques Handout
3
TEKS: 5.14D
Obj: We will analyze various digital media
venues for levels of informality and
formality.
Product: I will analyze various digital media
venues for levels of informality and
formality.
Focus: Media Formality
Text/Resources: Different Types of Media
(included as handouts following the lesson)
Approach: Minilesson
Resources/Materials:
Continuum of Media Formality Anchor
Chart
5-7 Media Samples
4 TEKS: 5.14A, 5.14B, 5.14C, 5.14D
Obj: We will use comprehension skills to
analyze how words, images, graphics, and
sounds work together in various forms to
impact meaning.
Product: I will use comprehension skills to
analyze how words, images, graphics, and
sounds work together in various forms to
impact meaning by creating an ad.
Focus: Creating an Ad
Text/Resources:
Approach: Minilesson
Resources/Materials:
5 TEKS: 5.14A, 5.14B, 5.14C, 5.14D
Obj: We will use comprehension skills to
analyze how words, images, graphics, and
sounds work together in various forms to
impact meaning.
Product: I will use comprehension skills to
analyze how words, images, graphics, and
sounds work together in various forms to
impact meaning by creating an ad.
Focus: Creating an Ad
Text/Resources:
Approach: Minilesson
Resources/Materials:
5th Grade Reading 3
Lesson 1 Media Awareness
Lesson Overview: 5.14A, 5.14C
Text/Resources: Different Types of Media (included as handouts following the lesson)
Approach: Minilesson
BEFORE THE LESSON
1. Create the Media Awareness Anchor Chart with the headings completed, but the rest blank.
Media Awareness Minilesson Display the Media Awareness Anchor Chart.
1. Introduce Media: Tell students they will be learning about media. Explain that media is a way to
mass communicate with the public.
2. Ask students about different forms of media. “What kinds of media do we encounter throughout the
day?”
o Print Media: newspapers, magazines, journals, and newsletters
o Broadcast Media: radio and TV
o Internet: websites, news sites, web blogs
3. Explain that a consumer is someone who views/listens/reads media. To be smarter consumers,
students need to know how to understand the media they see, read, and hear. Ask a volunteer to read
the 3 questions that appear on the Media Awareness Anchor Chart.
4. Tell students that all media is created by a group, company, or organization that is responsible for
creating the media and the content it presents. Ask students to imagine an advertisement they’ve seen
and think about the point of view of the company responsible for the ad.
For example, a sneaker company’s point of view might be that you can’t be a real athlete
without special shoes-their shoes. Ask students to think about whether they agree with the
advertiser’s point of view.
5. Display and read the media example 1: Choco Crunch Cereal. Use the questions in the headings
of the Media Awareness Anchor Chart to complete the first row.
5th Grade Reading 4
6. Display and read media example 2: Time for Kids: A Jumbo Dino (pages 1-3). Use the questions
in the headings of the Media Awareness Anchor Chart to complete the second row.
7. Independent Practice: “Today in groups, I would like you to use the 4 examples of media I have
given you to complete the chart in your Reader’s Notebook. The first one is an example of broadcast
media, so we are going to watch this clip a couple of times for you to complete Media Row 1 on your
chart as a group.”
http://bcove.me/kdyaxau7
These are the media examples your students will use to complete their independent practice; they are
included as handouts following the lesson (with the exception of the commercial – it is included as a
link).
Media #1 - http://bcove.me/kdyaxau7
Media #2 – Email Newsletter
Media #3 – “Danger in Desserts?”
Media #4 – Text Message Ad
5th Grade Reading 5
Media Awareness
Media What group, company, or organization is responsible for
the media?
What is the subject of the media?
What is the purpose of the media?
1
2
5th Grade Reading 6
5th Grade Reading 7
5th Grade Reading 8
5th Grade Reading 9
5th Grade Reading 10
Student Product Media Awareness
Media What group, company, or organization is responsible for
the media?
What is the subject of the media?
What is the purpose of the media?
1
2
3
4
5th Grade Reading 11
5th Grade Reading 12
5th Grade Reading 13
5th Grade Reading 14
5th Grade Reading 15
Lesson 2 Ad Techniques
Lesson Overview: 5.14B
Text/Resources: Different Types of Media (included in the previous lesson)
Approach: Minilesson
BEFORE THE LESSON
1. Create the Media Awareness Anchor Chart with the headings completed, but the rest blank.
Ad Techniques Minilesson Display the Ad Techniques Handout on the SmartBoard.
1. Introduce Ad Techniques: Explain that you will be focusing on one type of media today:
advertisements. Tell students that ads are directed to a target audience – a group of people who will
buy, use, or consume their product. Advertisers create their ads to persuade the target audience to do,
buy, or think something. They also put their ads where the target audience is likely to see them. Ask
students to think about some products that might be targeted to them (video games, cereal). Ask them
to think about other target audiences, such as their parents, and some products that might be targeted
to them (cars, banks).
2. Tell students that advertisers use specific techniques to reach their target. Once students understand
these techniques and how they’re used, they can decide for themselves what they think about the
product.
3. Display the Ad Techniques Handout. Read the definition of each technique aloud and discuss.
4. Further students’ understanding by having them identify the techniques in these examples:
A movie star talks about his favorite food (endorsement)
An ad connects lipstick with a beautiful model (association)
An ad for a fast-food restaurant shows a close-up of a burger (sense appeal)
An ad asks you to go online to learn more (call to action)
An ad for an exercise product promises “amazing results” (hype)
An announcer repeats a product slogan (repetition)
5. Independent Practice: Students will use the ads from the previous lesson and the Ad Techniques to
complete the chart included.
These are the Ad examples your students will use to complete their independent practice.
#1 - http://bcove.me/kdyaxau7
#2 – Email Newsletter
#3 – “Danger in Desserts?” Teddy Bear Ad (included in this lesson)
#4 – Text Message Ad
Student Product Ad Techniques
Ad What audience is the ad targeting? What makes you think so?
What techniques does the ad use?
What does the ad say or suggest about the product
or service?
What does the ad say about the people who buy the
product or service?
1
2
3
4
Lesson 3 Media Formality
Lesson Overview: 5.14D
Text/Resources: Different Types of Media (included in the previous lesson)
Approach: Minilesson
BEFORE THE LESSON
1. Create the Media Formality Anchor Chart.
2. Gather 5-7 samples of different types of media.
Email from a friend
Professional email
Text message
Web news story
Newspaper article
Press Release (MISD)
Blog
3. Write the types of media you gathered on sticky notes (example = text message).
Media Formality Minilesson
1. Introduce Media Formality: Explain that different types of media have varying levels of formality.
For example, a text message to a friend would be extremely informal. You might use emojis,
incorrect punctuation and/or spelling because you are not concerned about proper grammar
and conventions. Compare that to an email to your boss. You would want to ensure you use all
conventions correctly. This would be extremely formal.
2. Using your sticky notes and media samples, display the media and determine where it would fall on
the continuum, closer to informal, formal, or somewhere in-between. Place the sticky note
accordingly. Repeat until all you have place all sticky notes on the continuum with the help of your
students.
3. Display the Ad Techniques Handout. Read the definition of each technique aloud and discuss.
Media Formality
Informal Formal
Lessons 4-5 Creating an Ad
Lesson Overview: 5.14A, 5.14B, 5.14C, 5.14D
Text/Resources:
Approach: Minilesson
BEFORE THE LESSON
1. In this lesson, students will be creating an ad. They have been allowed 2 days to complete their ad.
Creating an Ad Minilesson 1. Tell students to imagine that they are creating an ad for a cereal. Explain that they need to know the
cereal’s target audience. The cereal maker says its target is space aliens! Ask students: “If you want
the ad to appeal to space aliens, but you don’t know anything about them, what can you do?”
2. Tell students that advertisers often use research to learn about their target audience. They interview
and survey groups of people to find out what they like. Write the following example on the board:
Space Aliens Audience Research
Likes Dislikes
Flying in Space Swimming
Slimy Food Crunchy Food
The Color Green The Color Red
Magazines about Rocket Ships Computers
3. Ask students to create an ad based on this information. Ask: “What’s the better choice – a magazine
ad or an Internet ad?” (magazine) “How do you know?” (The research says space aliens like
magazines and dislike computers.) 4. Tell students to pick an image for their ad. Ask: “What’s a better image – an alien flying in space or
an alien swimming?” (flying in space) “Why?” (It will appeal more to the audience.) “What color
should the ad be? (green) “Why?” (Aliens like green.) 5. Write these words on the board: slimy and crunchy. Ask: “Which word would be the best word for
the ad? (slimy) “Why?” (Aliens like slimy food.) 6. Ask students to think about where the ad should appear. Choose from these magazines: Swimmer’s
World, The Earthling News, and Rocket Ship Weekly. 7. Independent Practice: Distribute copies of the Create an Ad Handout and give out pens, markers,
and extra paper. Divide students into 4 groups and think of a different product for each group to
advertise (such as sneakers, snacks, or toys). Tell students to start by reviewing the chart in Part 1.
Instruct students to use this information to choose the audience that best fits their product. 8. Have students present their completed ads to the class.
Create an Ad!
You’ve been asked to create a magazine ad for a new product. Use this sheet to help
your group make an ad that will reach the right audience for your product.
Product name:
Part 1: This research gives you profiles of three different types of people. Use the
information to choose which type of audience might like your product.
Part 2: Choose the techniques that you will use in your ad:
Part 3: Make your ad! Use a separate piece of paper to create
your advertisement. Make sure you include information
that describes the product.
Part 4: Decide where you will place the ad and explain why.
Kids at heart
Like makingtheir own food
Follow theirown path
Coach sports Must look
sharp Love to laugh Always rushing
Need to move
move
Look for
The family
Love keeping
up with friends Need music
to focus Pamper
themselves when they can
Play in a band
Obsessed
with games
Block 9: Media and Novel Study
Lesson Objective & TEKS Procedure
6 +
TEKS: 5.1A, 5.9A
Obj: We will read independently for
sustained periods of time and produce
evidence of our reading.
Product: I will read independently for
sustained periods of time and produce
evidence of our reading.
Focus: Novel Study
Text: Sets of Grade-Appropriate Novels
Resources/Materials:
Lessons 6+ Novel Study
Lesson Overview: 5.1A, 5.9A
Text/Resources: Sets of Grade-Appropriate Novels
Approach:
BEFORE THE LESSON
Gather several sets of grade-appropriate novels for groups of students to read for the remainder of the year.
Use Anchor Charts and Handout from Block 1: Fiction to select and/or create responses/activities for students
to complete as they read.
These responses will serve as talking points when they meet with their Novel Study Group.
Novel Study
1. Using the novels you have gathered, allow students to select which book they would most like to read,
and group your students accordingly.
2. Guide students in pacing their daily reading so that they will complete the book by the date you
determine.
3. Each day, students will read the selected novel, complete a response/activity, and meet with their
Novel Study group as time allows.