L2+Carmichael,+Ashton


 * UNIVERSITY OF MAINE AT FARMINGTON **

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **

**LESSON PLAN FORMAT **


 * __Teacher’s Name __****: **Mr. Ashton Carmichael **__Lesson #:2__  __Facet:__**


 * __Grade Level __****: ** 8 **__Numbers of Days:__** 2
 * __Topic: __**


 * __PART I: __**

Student will understand that media is always selling something. Student will know that media has a focus and sells ideas/products in a variety of ways. Definitions: sales, delivery Student will be able to judge what the various types of media are trying to sell and how. Product:wiki posting
 * __Objectives __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Area: English
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Grade Level: 8

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Domain: Speaking and Listening Standards

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Cluster: Comprehension and Collaboration

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 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. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I am going to ask for exit cards at the end of class explaining what they have learned. This is a chance for me to evaluate what I do not need to cover again and what I should go over in more detail. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will have a rubric to evaluate their responses on the wikispace. Students will be able to look and are required to post a response to classmate’s opinions. This will give students a chance to look over their opinion and make changes. I will look over the responses and give feedback based on the rubric for students to go back and work on for the revision process.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will be teaching students that media has motives in its presentation. I will be giving students the chance to see how media is presenting itself in the previous lesson and then build on that with the knowledge of the motives in selling products a certain way.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessments __**
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pre-Assessment: (Lesson 1 only) __**
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative (Assessment for Learning) __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section I – checking for understanding during instruction **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section II – timely feedback for products (self, peer, teacher) **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In a wikispace post, students will debate what a particular piece of media is attempting to sell them. Students get to choose their own media type. They will build off the material from last lesson, explaining what type of propaganda is being used, and debate the effectiveness of that usage. Students will go on to explain what a different and/or better method of selling that idea/product would be. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students are required to post these opinions online. They will be researching medias and posting them online. They will give their own analysis of this online.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative (Assessment of Learning): __**
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Technology: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Once again, I am going to be drawing in Social Sciences with my lesson through the use of war propaganda. I am also drawing in Health by discussing how some media sells sexual ideas.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Areas: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will have students break off into small groups, based on their geographic in the room, and have them discuss the information with each other. I will walk around to each group after several minutes and ask them each to explain what they have learned from the material taught in the lesson and an example of some type of media they have seen illustrating something sold. Students will be using a flow chart. From this flow chart, the students will be expected to post their findings on a wikispace, one that I have already set up for them to publish their findings. I will expect them to post a response agreeing or disagreeing to at least five classmates’ findings, rotating in class to accommodate the technology not letting more than one person edit a page at a time. Students must post a digital copy of the media with their findings so that other students can see how the author came to their conclusion. I will have students break off into small groups, based on their geographic in the room, and have them discuss the information with each other. I will walk around to each group after several minutes and ask them each to explain what they have learned from the material taught in the lesson and an example of some type of media they have seen illustrating something sold. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The whole discussion happens as a class on the wikispace. There are not any groups per se, but as a class, they are sharing their ideas and opinions. Every individual is held accountable for their post, but only because it will hinder their classmates’ ability to respond. Students are helping each other by giving them examples of the content.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Groupings __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section II – Groups and Roles for Product **
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Differentiated Instruction: __**
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MI Strategies __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Logical: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students have to analyze why the media is presenting it as well as how. They will have to come up with an idea of how else the designer could have presented the material.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Verbal: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student’s tables will be set up in groups, so they will be able to talk with their group mates about their findings before posting them online, or while they are trying to break down the media.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Visual: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students are looking up media types and their presentation. They get to see the media while they are trying to analyze it.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Musical: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will have the opportunity to research a music related media type. They can research something that is selling music or uses music to sell something.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Intrapersonal: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">With the desks being in groups, it will be easier for students to engage in conversation if they want to. But, it won’t be so demanding that they feel like they are forced to converse.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Interpersonal: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Because the students are not required to sit in pairs, but as groups, students will not feel as pressured to talk with the people in their groups.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Kinesthetic: **Having the students up and putting the ideas and products on the board will help them relate to the material because they are physically doing it.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Naturalist: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be able to research a media that relates with nature. This can be in the form of a nature specific add, or an add that is selling products using nature.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Modifications/Accommodations __**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">If students miss the class, they are required to review the class wiki before coming to see me. It is also mandatory for students to come see me as soon as possible. The assignment is all online and students will be given extra time to complete the assignment. They will have missed out on the opportunity to discuss their findings in a group, but they are still able to get the effect when students post to their wiki with their critique of their analysis.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Plan for accommodating absent students: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students are using Type II technology when they post on the class wiki and get the responses from their classmates.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Type II technology: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">For gifted students, I will allow the students to develop their own form of media and analyze that on the wiki for students to review like the others. Students will be required to post a digital copy of the media and provide information about what is being sold, and how. They will be responsible for all the same criteria, just on a media form they developed themselves.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gifted Students: **

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">List all the items you need for the lesson. // <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Class Wiki <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Laptops <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Graphic Organizer – Flow Chart <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Paper with ideas or products <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A hat (or something like it)
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials, Resources and Technology __**

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">List all URL and describe. // <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] -- Flow Chart <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] -- Content Notes <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] -- Content Notes
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Source for Lesson Plan and Research __**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">PART II: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 1 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I am going to have students drawing objects or ideas from a hat as they come into the classroom. The classroom will be set up in groups when they come in. I am going to explain to the students not to let anyone see their paper. (5 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I am going to let students draw their objects or ideas on the board in a way that will illustrate to the class what is being sold. I am going to ask students to come up based on the group they are in. (15 Minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I am going to let the students talk about the drawings on the board. After they are all on the board, I will start to explain that media is always trying to sell something and they do this not only through propaganda, but also with their delivery of the product and the design. I will use a power point to explain the different types of design that come with media. Once I explain this I will go back to the designs on the board and have students try to guess what is being sold by the drawings. (30 Minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will have students search online for types of media (posters, articles, etc…) that they are interested in. They will be required to find a specific example of this media to dissect and analyze. They will get to talk with their group mates to research these, but each student will need to have their own. (15 Minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will then be given a Flow Chart to analyze their media. The flow chart will help keep all the information in one place while they are getting their thoughts together. If students choose to analyze their own media, they will need to first make the media and then fill out the flow chart over the work. (10 Minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I am going to ask students to write on index cards what they have learned in the class. This can be regarding the information they are working on for their wiki posts, or the information I covered in the powerpoint. (5 Minutes)
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> (Describe the teaching and learning process using all of the information from part I of the lesson plan) **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">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) //

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Day 2 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will start off the class by asking students to take out their Flow Charts from the class before. I will start to explain the wikispace posting. (10 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will let students talk in their groups while they start to post their evaluations online. I want to give them a chance to discuss what they found and why they think a specific way. For students who decided to make their own especially. I also want them to have time to post their findings to the wiki while still getting the chance to explain the results because having that chance to talk, even if they aren’t getting feedback, can help clarify some thoughts. (35 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Now, I will have students switch gears and start responding to other student’s responses. I will have students responding to certain other groups’ posts, depending on how big the class is and how many groups there are. I will have students decide in their group which student will respond to which post because more than one person cannot be editing a page at the same time. (25 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will have this time to look through and read the responses from their classmates and change their original statements regarding their piece of media. They will be asked to do this at the end as a final reflection so that I can see how their opinion has changed based on what their peers say in response. (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Advertising is a form of communication for marketing and used to encourage or persuade an audience (viewers, readers or listeners; sometimes a specific group) to continue or take some new action. Most commonly, the desired result is to drive consumer behavior with respect to a commercial offering, although political and ideological advertising is also common. In Latin, ad vertere means “to turn the mind toward.” [1] The purpose of advertising may also be to reassure employees or shareholders that a company is viable or successful. Advertising messages are usually paid for by sponsors and viewed via various traditional media; including mass media such as newspaper, magazines, television commercial, radio advertisement, outdoor advertising or direct mail; or new media such as blogs, websites or text messages. [] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Advertising is the promotion of a company's products and services carried out primarily to drive up sales of the products and services. It is also done to build a brand identity and communicate changes in old products or introduce new product/services to the customers. Advertising has become an essential element of the corporate world and hence companies allot a considerable amount of resources towards their advertising budget. There are several reasons for advertising, some of which are as follows:
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Notes __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Increasing the sales of the product/service.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Creating and maintaining a brand identity or brand image.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Communicating a change in the existing product line.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Introduction of a new product or service.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Increasing the buzz-value of the brand or the company.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Thus, there are several reasons for advertising. Similarly, there exist various media which can be effectively used for advertising. Mentioned below are the various categories or types of advertising. Have a look.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Print Advertising - Newspapers, Magazines, Brochures, Fliers

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Print media has always been a popular advertising option. Advertising products via newspapers or magazines is a common practice. In addition to this, the print media also offers options like promotional brochures and fliers for advertising purposes. Often, newspapers and magazines sell the advertising space according to the area occupied by the advertisement, the position of the advertisement in the publication (front page/middle page, above/below the fold), as well as the readership of the publications. For instance, an advertisement in a relatively new and less popular newspaper will cost far less than an advertisement in an established newspaper that has a high readership. The price of print ads may also depend on quality of the paper and the supplement in which they appear. For example, an advertisement in the glossy (and popular) supplement of a newspaper costs more than one in a supplement which uses mediocre quality paper.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Outdoor Advertising - Billboards, Kiosks, Trade-shows and Events

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> It makes use of several tools and techniques to attract the customers outdoors. The most common examples of outdoor advertising are billboards, kiosks, and also events and trade-shows organized by the company. Billboard advertising is very popular. However it has to be really terse and catchy in order to grab the attention of the passersby. Kiosks not only provide an easy outlet for the company's products but also make for an effective advertising tool to promote the company's products. Organizing special events or sponsoring them makes for an excellent advertising opportunity and strategy. The company can organize trade fairs, or even exhibitions for advertising their products. If not this, the company can organize several events that are closely associated with their field. For instance a company that manufactures sports utilities can sponsor a sports tournament to advertise its products.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Broadcast Advertising - Television, Radio and the Internet

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Broadcast advertising is a very popular advertising medium that constitutes several branches like television, radio or the Internet. Television advertisements have been very popular ever since they were introduced. The cost of television advertising often depends on the duration of the advertisement, the time of broadcast (prime time/lull time), sometimes the show on which it will be broadcast, and of course, the popularity of the television channel itself. The radio might have lost its charm owing to new age media. However it remains the choice of small-scale advertisers. Radio jingles have been very a popular advertising medium and have a large impact on the audience, which is evident in the fact that many people still remember and enjoy old popular radio jingles.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Covert Advertising - Advertising in Movies

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Covert advertising is a unique kind of advertising in which a product or a particular brand is incorporated in some entertainment and media channels like movies, television shows or even sports. There is no commercial advertising as such in the entertainment but the brand or the product is subtly (or sometimes evidently) showcased in the entertainment show. Some of the famous examples for this sort of advertising have to be the appearance of brand Nokia which is displayed on Tom Cruise's phone in the movie Minority Report, or the use of Cadillac cars in the movie Matrix Reloaded. Pay attention next time, you're sure to come across a lot of such examples.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Surrogate Advertising - Advertising Indirectly

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Surrogate advertising is prominently seen in cases where advertising a particular product is banned by law. Advertisement for products like cigarettes or alcohol which are injurious to health are prohibited by law in several countries. Hence these companies come up with several other products that have the same brand name and indirectly remind people of the cigarettes or alcohol of the same brand by advertising the other products. Common examples include Fosters and Kingfisher beer brands, which are often seen to promote their brand with the help of surrogate advertising.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Public Service Advertising - Advertising for Social Causes

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Public service advertising is a technique that makes use of advertising as an effective communication medium to convey socially relevant messages about important matters and social causes like AIDS, energy conservation, political integrity, deforestation, illiteracy, poverty and so on. David Ogilvy who is considered to be one of the pioneers of advertising and marketing concepts had reportedly encouraged the use of the advertising field for a social cause. Ogilvy once said, "Advertising justifies its existence when used in the public interest - it is much too powerful a tool to use solely for commercial purposes.". Today, public service advertising has been increasingly used in a non-commercial fashion in several countries across the world in order to promote various social causes. In the United States, radio and television stations are granted to bidders on the basis of a fixed amount of public service advertisements aired by the channel.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Celebrity Advertising

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Although the audience is getting smarter and smarter and the modern-day consumer is getting immune to the exaggerated claims made in a majority of advertisements, there exists a section of advertisers that still bank upon celebrities and their popularity for advertising their products. Using celebrities for advertising involves signing up celebrities for campaigns, which consist of all sorts of advertising including, television ads or even print advertisements. How effective these ads are, is something that each consumer himself can determine.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Each of the advertisement types mentioned has its own sub-types and rates of effectiveness. It is the job of advertising department to figure out which type of which medium is the best and the most feasible for the company.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> http://www.buzzle.com/articles/different-types-of-advertising.html //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">List the items that need to be printed out for the lesson. // <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Flow Chart
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Handouts __**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 1 – <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Learner Development. The teacher understands how learners grow and develop, <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 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. //**


 * //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Learning Styles __//**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Clipboard: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I am keeping the clipboards engaged through the use of the power point. I am going to keep things very structured throughout the class letting them know exactly how much time they have with each part.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Microscope: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I am going to keep the microscopes engaged by having the students focusing on and analyzing specific media types and what they are selling.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Puppy: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students are working with smaller groups so they can feel more relaxed and comfortable with sharing their ideas. They will get to post their opinions on the wiki and everyone will be responding likewise.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Beach Ball: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Through power points, drawing on the board and posting online the instruction bounces around enough so that students are able to switch focus and not be working on the same thing for too long.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Through the items listed above, I am able to understand how students learn and am able to differentiate the instruction enough that students are able to learn, but not so much that students who need extreme structure are struggling.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 6 - //****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //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.// **


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative: //** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I am going to ask for exit cards at the end of class explaining what they have learned. This can be regarding the information they are working on for their wiki posts, or the information I covered in the powerpoint. Also, I am going to be looking at the flow charts to see that the students understand how the media is broken down.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The wiki posting is looked at as the summative assessment I will use the rubric to give feedback to the students after the revision process.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student is given the opportunity to revise their original statement about their media after peer feedback (through type II technology). Students are able to show that they understand through the use of formative assessment (exit card and flow chart).


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I am going to be drawing in Social Sciences with my lesson through the use of war propaganda. I am also drawing in Health by discussing how some media sells sexual ideas.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 7 //****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> - //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.// **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(See Content Notes)
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Knowledge: //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MLR or CCSS: //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Domain: Speaking and Listening Standards

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Cluster: Comprehension and Collaboration

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 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.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Facet: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Interpret
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 8 - //****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //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.// **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Verbal: The group work will allow for students to discuss the material.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MI Strategies: //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Musical: Students can choose their own piece of media, so this gives an opportunity for musicians to choose a musical piece. There will be examples of musical advertisements students can relate to.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Kinesthetic: Having the students up and putting the ideas and products on the board will help them relate to the material because they are physically doing it.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Interpersonal: Students are working alone on their projects for both the original post and the student feedback, so this gives these students a chance to reflect personally.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Intrapersonal: The student feedback is done solo, but because there is communication with the wiki it gives the allusion of working collaboratively.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Naturalist: Students can choose their own piece of media, so this gives an opportunity for naturalists to choose a nature piece.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Type II Technology: //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The students will be posting their findings on wikispaces, which would be a type one technology, but I am allowing them to post their responses to other students’ findings on the wikispace as well, making it a type II technology.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">a. Promote, support, and model creative and innovative thinking and inventiveness
 * //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">NETS STANDARDS FOR TEACHERS __//**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">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. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students are able to work in groups to discuss the information they are researching and learning about, but they also get to work online to post their responses to their classmates’ ideas. Students are able to work collaboratively both in the classroom and online.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">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 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">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
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">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. **
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will be working both in groups and alone on these projects. They will get the chance to work with media in a realm that interests and engages them. They will be doing this online and get to post the findings online as well.