L1+Carmichael,+Ashton

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ashton Carmichael **__Lesson #:__** 1 **__Facet__** Apply
 * __ Grade Level __**** : ** Eighth Grade **__Numbers of Days:__** 2-3
 * __ Topic: __**Media is trying to sell you on products and ideas.


 * __ PART I: __**

Student will understand that media is always selling something Student will know media has a focus and sells ideas/products in a variety of ways. Definitions: Propaganda, Portrayal, Glittering Generalities, Transfer, Testimonial, Plain Folks, Bandwagon, Card Stacking. Student will be able to r ecognize that media is selling more than just one product or idea Product: Podcast
 * __ Objectives __**

Content Area: English Grade Level: 8 Domain: Speaking and Listening Standards Cluster: Comprehension and Collaboration Standard: Two: Analyze the purpose of information presented in diverse media and formats (e.g., visually quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** I will be presenting students with the knowledge that one of media's motives is to sell ideas and products.


 * __ Assessment __**

Pre-Assessment: (Lesson 1 only)I will give a brief test at the beginning of the unit to gather data on how much the students know. The test will be done on paper. The quiz will include questions pertaining to media forms, presentation, sales, and media interests.


 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction: **I will call on students periodically to restate information in a different way to ensure understanding.

Students will look at the checklist to see that they have incorporated the material in the podcast. Students will have the opportunity to check other students' work to help give feedback on the project. I will use the checklist as well when come to meet with me for a mini-conference.
 * Section II – timely feedback for products (self, peer, teacher) **

through means of inclusion of a photo or referencing a website.
 * __ Summative (Assessment of Learning): __**
 * podcast:** create a podcast describing the different items and or ideas being sold in a form of media. Please be sure to reference the media you choose in the podcast

I ntegration Technology:The students will be working with a podcast. This is a type two technology because they are going to be working with something more than just audio recording.They will be taking audio recording and enhancing it with images.

Content Areas: I am including social studies in my lesson through the use of the hook. I am presenting my students with the youtube.com movie "Social Media Revolution." This video has information about how fast media has expanded into social networking in just a short time period. I am also going to be including examples of media used throughout history: specifically war time media.

Students are going to write out major ideas on a sandwich chart. This is coming from my major power point presentation on how media sells more than one different idea and or product. I will ask students to tell me, as we go, what or how many concepts/products the students think a particular advertisement is selling. This will move into a class discussion. I will be recording highlights of the discussion and putting them on the wiki.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

This project is going to be done in pairs. I will let students partner up by themselves for this project, but expect to see an equal amount of work done by both students. Students will hand in an evaluation of the work they and their partner accomplished during this project.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**

MI Strategies
 * Verbal:** I am giving a power point presentation on how media sells products and ideas, so there will be speaking as I explain.
 * Logic**: There will be plenty of data for students to analyze and work out.
 * Musical:** I will use examples and talk about the use of music in advertisement and its effectiveness in selling the product or idea. Students will have an opportunity to choose a musical advertisement and incorporate the music into their podcast.
 * Kinesthethic**: I will use examples of kinesthetic ideas and products (ie: sports) and
 * Interpersonal:** The class discussion will allow time for students to socialize with each other and come to a conclusion as a group.
 * Intrapersonal**:The students will be working alone throughout the power point presentation, filling out the sandwich chart.
 * Naturalist: I** will incorporate nature ads and ideas into my presentation. Students can choose a form of media that includes nature.
 * Visual:** The unit information is presented in the powerpoint presentation, using pictures to exemplify the information.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students ** I will ask students to review the class wiki. I will also have printouts of the graphic organizer in a folder. The class wiki will have a copy of the presentation. Highlights of the discussion from class will also be on the wiki to help them get a feeling of how the class went. Students will be given extra time to complete the assignments missed from the previous class. The steps involved on how to use a podcast will be on the wiki as well. I will decide who the students are partnered with, but this will be negotiable when the students return. Partners will be posted on the wiki under the class notes session.


 * __ Extensions __**

Technology:The students will be working with a podcast. This is a type two technology because they are going to be working with something more than just audio recording.They will be taking audio recording and enhancing it with images.
 * Type II technology: **

The students will be asked to research an actual media designer and give the answers from that person's perspective. I want them to give these answers based on the designers' media type and past designs. Students should pick a media designed by this person and use it for the interview process.
 * Gifted Students: **

// Projector // // Laptop Cart // // Graphic Organizers // //Youtube Video// //Checklists// //Wikispace//
 * __ Materials, Resources and Technology __**

Class Wiki Page http://www.eduplace.com/graphicorganizer/pdf/sandwich.pdf This is a sandwich chart that is going to be used for the in class presentation that I am giving on what media is trying to sell. http://www.youtube.com/watch?v=0eUeL3n7fDs This is the video for the hook to my lesson. It is called Social Media Revolution 2012. http://mason.gmu.edu/~amcdonal/Propaganda%20Techniques.html This is a link explaining the different techniques media uses to sell ideas and products. http://en.wikipedia.org/wiki/Propaganda This is a link to a definition of the word Propaganda
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Day 1 Hook: I will play the “Social Media Revolution 2012” video as an introduction to the unit. The hook focuses only on Social Media and how the media finds us through the internet, but this is will catch their attention and get them excited about the content (Five Minutes) Pre-assessment: This is where I will hand out the quizzes on how much students know about media. I will ask questions on motives, target groups, presentation, and I will also ask questions on how comfortable students feel with the technology. This is going to be a google doc quiz. (15 Minutes) Demonstration of Sandwich Chart: I am judging that the students have never used a sandwich chart before, so I am going to go through and explain how I want it formatted. (10 Minutes) Power Point Presentation: I will present my power point presentation discussing how media sells ideas and products. Key terms will be addressed in this section of the unit. The idea of Propaganda and the variations of it will be discussed: Glittering Generalities, Transfer, Testimonial, Plain Folks, Bandwagon, Card Stacking. Definitions will be described in more detail using examples a long the way. I will call on students periodically to check for understanding. I will run through examples at the end of the presentation and ask students to tell me what technique is being used and what product or idea is being sold. (35 Minutes) Class Discussion: Students will have the last part of class to have mini-discussions in groups of two or three to talk about the content we discussed. I will be walking around to make sure discussion stays on topic. (10 Minutes)

Day 2 Recap: I am going to be giving a recap of what was gone over the class before. I will highlight the key terms and go over the idea that media does in fact sell both ideas and products. (10 minutes) Presentation: I am going to continue the powerpoint, talking about the information in relation to selling products. Introducing Podcasts: I will be giving a demonstration of how to make pod casts to the students. I will go through it once and allow other students to explore with it and help each other. (20 minutes) Forming Partners: I am going to be giving the students in the class a chance to partner up. They are going to be allowed to work with someone they want to work with. (5 minutes) Looking for Media: Students will be given time in class to start looking for a media they want to present on and start outlining their project. They will also have time in class to start working on the pod cast if they get that far. (30 minutes) Explain the Assignment: Students will need to come to class with an example of media picked out. This may have been determined during class, but I want to let students know that this is what needs to be done for the next class.

Day 3 Pair up: Students are going to be getting in their groups to work on their projects in class. Students will be using the class time to prepare the scripts for their podcasts.

Classroom Arrangement: I am going to have the class set up in Centers.Students will understand that media is always selling something.//Analyze the purpose of information presented in diverse media and formats (e.g., visually quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.// You are consumers of goods and ideas in this world and the media gets you to buy products and sells you on ideas. You need to be aware of media's influences on your consumption. I am going to be playing the video Social Media Revolution 2012 from youtube.com. I am going to be having a discussion here that media is not just print out, but has spread to social networking to get the best population and audience. []
 * Where, Why, What, Hook Tailors:** Logical, Visual, Interpersonal, Verbal,

Students will know (see content notes) that media has a focus and sells ideas/products in a variety of ways. Definitions: Propaganda, Glittering Generalities, Transfer, Testimonial, Plain Folks, Bandwagon, Card Stacking. Students are going to write out major ideas on a sandwich chart. This is coming from my major power point presentation on how media sells products and ideas through propaganda. Topic will be Propaganda and then the techniques will be the other sections. I will ask students to tell me, as we go, what or how many concepts/products the students think a particular advertisement is selling or using. This will move into a class discussion in groups. I will call on students periodically to restate information in a different way. I will ask them for their own definitions of the terms. I will ask them, on the examples, what technique they think is being used to sell the product. // Need to develop questions //
 * Equip, Explore, Rethink, Revise, Tailors:** //Musical, Logical, Verbal, Visual, Kinesthetic//

Students will be able to recognize that media is selling more than just one product or idea through the use of a variety of techniques. I am going to have a mini-lesson on using podcasts. I will let students play around with the technology for a little bit, getting a feel of how the buttons work. Students will be able to get in groups and start thinking about a type of media and an exact example that they want to present on. Students will create a podcast, in groups of two, illustrating at least two or three of the different items and or ideas being sold in a form of media and the techniques used to sell these ideas. The podcast will require them to think higher because they will be conducting an interview of a media designer asking him/her why they chose to use the techniques and sell the ideas/products they did. They will be required to reference the media they choose in the podcast by adding a graphic or website name. Students will look at the checklist to see that they have incorporated the material in the podcast. Students will have the opportunity to check other students' work to help give feedback on the project. I will use the checklist as well when come to meet with me for a mini-conference. Hyperlink Resources
 * Explore, Experience, Revise, Refine,** Tailors

Students will look at the checklist to see that they have incorporated the material in the podcast. I will look at the students' scripts to make sure that they are understanding the concepts during mini-conferences during class time. This connects to the next lesson by assigning students a form of media and asking them to think of a variety

Students will know that media has a focus and sells ideas/products in a variety of ways.They will know that the way media portrays information is important to the purpose of the sale. Definitions: propaganda, Glittering Generalities, Transfer, Testimonial, Plain Folks, Bandwagon, Card Stacking.
 * __ Content Notes __**

http://en.wikipedia.org/wiki/Propaganda
 * Propaganda** is a form of communication that is aimed at influencing the attitude of a community toward some cause or position by presenting only one side of an argument. Propaganda is usually repeated and dispersed over a wide variety of media in order to create the chosen result in audience attitudes.
 * Name Calling:** Propagandists use this technique to create fear and arouse prejudice by using negative words (bad names) to create an unfavorable opinion or hatred against a group, beliefs, ideas or institutions they would have us denounce. This method calls for a conclusion without examining the evidence. Name Calling is used as a substitute for arguing the merits of an idea, belief, or proposal. It is often employed using sarcasm and ridicule in political cartoons and writing. When confronted with this technique the Institute for Propaganda Analysis suggests we ask ourselves the following questions: What does the name mean? Is there a real connection between the idea and the name being used? What are the merits of the idea if I leave the name out of consideration? When examining this technique try to separate your feelings about the name and the actual idea or proposal (Propaganda Critic: Common Techniques 1)
 * Glittering Generalities:** Propagandists employ vague, sweeping statements (often slogans or simple catchphrases) using language associated with values and beliefs deeply held by the audience without providing supporting information or reason. They appeal to such notions as honor, glory, love of country, desire for peace, freedom, and family values. The words and phrases are vague and suggest different things to different people but the implication is always favorable. It cannot be proved true or false because it really says little or nothing at all. The Institute of Propaganda Analysis suggests a number of questions we should ask ourselves if we are confronted with this technique: What do the slogans or phrases really mean? Is there a legitimate connection between the idea being discussed and the true meaning of the slogan or phrase being used? What are the merits of the idea itself if it is separated from the slogans or phrases?
 * Transfer:** Transfer is a technique used to carry over the authority and approval of something we respect and revere to something the propagandist would have us accept. Propagandists often employ symbols (e.g., waving the flag) to stir our emotions and win our approval. The Institute for Propaganda Analysis suggests we ask ourselves these questions when confronted with this technique. What is the speaker trying to pitch? What is the meaning of the thing the propagandist is trying to impart? Is there a legitimate connection between the suggestion made by the propagandist and the person or product? Is there merit in the proposal by itself? When confronted with this technique, question the merits of the idea or proposal independently of the convictions about other persons, ideas, or proposals.
 * Testimonial:** Propagandists use this technique to associate a respected person or someone with experience to endorse a product or cause by giving it their stamp of approval hoping that the intended audience will follow their example. The Institute for Propaganda Analysis suggests we ask ourselves the following question when confronted with this technique. Who is quoted in the testimonial? Why should we regard this person as an expert or trust their testimony? Is there merit to the idea or product without the testimony? You can guard yourself against this technique by demonstrating that the person giving the testimonial is not a recognized authority, prove they have an agenda or vested interest, or show there is disagreement by other experts.
 * Plain Folks:** Propagandists use this approach to convince the audience that the spokesperson is from humble origins, someone they can trust and who has their interests at heart. Propagandists have the speaker use ordinary language and mannerisms to reach the audience and identify with their point of view. The Institute for Propaganda Analysis suggests we ask ourselves the following questions before deciding on any issue when confronted with this technique. Is the person credible and trustworthy when they are removed from the situation being discussed? Is the person trying to cover up anything? What are the facts of the situation? When confronted with this type of propaganda consider the ideas and proposals separately from the personality of the presenter.
 * Bandwagon:** Propagandists use this technique to persuade the audience to follow the crowd. Propagandists use this technique to convince people not already on the bandwagon to join in a mass movement while simultaneously reassuring that those on or partially on should stay aboard. Bandwagon propaganda has taken on a new twist. Propagandists are now trying to convince the target audience that if they don't join in they will be left out. The implication is that if you don't jump on the bandwagon the parade will pass you by. The Institute of Propaganda Analysis suggests we ask ourselves the following questions when confronted with this technique. What is the propagandist's program? What is the evidence for and against the program? Even though others are supporting it, why should I? As with most propaganda techniques, getting more information is the best defense. When confronted with Bandwagon propaganda, consider the pros and cons before joining in.
 * Card Stacking**: Propagandist uses this technique to make the best case possible for his side and the worst for the opposing viewpoint by carefully using only those facts that support his or her side of the argument while attempting to lead the audience into accepting the facts as a conclusion. In other words, the propagandist stacks the cards against the truth. Card stacking is the most difficult technique to detect because it does not provide all of the information necessary for the audience to make an informed decision. The audience must decide what is missing. The Institute for Propaganda Analysis suggests we ask ourselves the following question when confronted with this technique: Are facts being distorted or omitted? What other arguments exist to support these assertions? As with any other propaganda technique, the best defense against Card Stacking is to get as much information that is possible before making a decision.

http://mason.gmu.edu/~amcdonal/Propaganda%20Techniques.html (Institute of Propaganda Analysis)

// Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //

Sandwich Chart Checklist
 * __ Handouts __**


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**


 * // Clipboard: //**


 * // Microscope: //**


 * // Puppy: //**


 * // Beach Ball: //**


 * // Rationale: //**


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**


 * // Formative: //**


 * // Summative: //**


 * // Rationale: //**


 * // Rationale: //**
 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**

// See Content Notes. //
 * // Content Knowledge: //**

Content Area: English Grade Level: 8 Domain: Speaking and Listening Standards Cluster: Comprehension and Collaboration Standard: Two: Analyze the purpose of information presented in diverse media and formats (e.g., visually quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
 * // MLR or CCSS: //**


 * // Facet: //**


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**


 * // MI Strategies: //**


 * // Type II Technology: //**


 * // Rationale: //**

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

//**Rationale:**//

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * //Rationale://** ||  ||   ||
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||

Portions not contributed by visitors are Copyright 2011 Tangient LLC.