S3+Carmichael,+Ashton

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR or CCSS **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] and[| Cooperative Learning] the content (**Explore**), working on product (partners, teams...) (**Experience**)
 * (R)** **.4** Checking for Understanding Strategies during instruction (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: and **Timely Feedback: (Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7**Students will be able to ..., **(Facet Name)** Product: Type II Technology, Number of Days: (**Organize**)

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**1.1 Students will understand that media is always selling something.(**Where) //​//**//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. (What)// 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. **(Why)**

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. **(Explore)** Students will create a podcast, in groups of two, illustrating at least two to three of the different items and or ideas being sold in a form of media. They will be required to reference the media they choose in the podcast by adding a graphic. Students will refer to the checklist for details. **(Experience)** 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. =Lesson 2=
 * (H)** 1.2 I will show a video from youtube "[|Social Media Revolution 2011]" to illustrate that media is not just advertisements and television, but spans to the internet as well. **(Hook)**
 * (E)** 1.3 Students will know that media has a focus and sells ideas/products in a variety of ways. Definitions: portrayal (**​Equip)**
 * (R)** 1.4 I will call on students periodically to restate information in a different way. (**Rethink)** 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. **(Revise)** I will use the checklist as well when the students present their podcasts to the class. **(Teacher)**
 * (E)**1.5 Formative Assessment - I will ask students to tell me as we go what they think the media is selling. **Pre-Assessment:** (quick write on what they think they know about media), **Checking for Understanding**: Call on students **Timely Feedback:** teacher, peer, self
 * (T)**1.6
 * (O)**1.7 Students will be able to recognize that media is selling more than just one product or idea. (**Apply)** Product: Podcast; Number of Days: 2-3 **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that media is always selling something. **(Where) //​//**//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. ** (What) ** You are consumers of goods 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. **(Why)** //

Students are going to use a flow chart to pick a type of media, following my continued powerpoint from last lesson on the various types of media (commercial, poster, advertisement printout, etc...) and find a piece of media in that category. **(Explore)** 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. **Experience)** Verbal: The group work will allow for students to discuss the material. Logic: 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. 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. 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. Intrapersonal: The student feedback is done solo, but because there is communication with the wiki it gives the allusion of working collaboratively. Naturalist: Students can choose their own piece of media, so this gives an opportunity for naturalists to choose a nature piece. There will be examples of nature advertisements students can relate to. =Lesson 3=
 * (H)** 2.2 I will have students draw out pieces of paper with ideas or products written on them and have them, on the board, draw out how they would present that product to the class in a way that each student would know specifically what the product or idea is. **(Hook)**
 * (E)**2.3 Students will know that media has a focus and sells ideas/products in a variety of ways. Definitions: sales, delivery **(Equip)**
 * (R)** 2.4 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. **(Rethink)** Students will be given a chance to revise their original opinion based on the feedback they received from their peers responses on the wiki. Students will have a rubric to evaluate themselves that includes criteria for both their original responses and responses on peers' posts. **(Revise)** I will use the rubric to give feedback to the students after the revision process. **(Teacher)**
 * (E)**2.5 Formative Assessment - I am going to ask for exit cards at the end of class explaining what they have learned. **Checking for Understanding**: team explanations and **Timely Feedback:** Teacher, Peer, Self **(Evaluate**)
 * (T)** 2.6
 * (O)**2.7 Students will be able to judge what the various types of media are trying to sell and how. **(Apply)** Product: wiki posting; Number of Days: 2-3 **​(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)http://edu221fall2012class.wikispaces.com/S3+Carmichael%2C+Ashton** ||
 * **(W)**3.1 Students will understand that media has a purpose in its presentation. **(Where)** //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. ** (What) **// You are consumers of goods 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. **(Why)**

respond to information greatly impacts the extent which the media focuses on events. Definitions: purpose and delivery **(Equip)** Students will fill out a describing wheel indicating the topic in the middle "Purpose" and fill out the eight spokes as the purposes behind the video. **(Explore)** I am then going to have students pick their own videos, in groups of two or three, and fill out another describing wheel. **(Experience)** Students are going to create an imovie presentation recording the interview between a talk show host and a media designer -- any designer they choose -- about why they presented the material the way they did. **(Experience)** Verbal: Students get to talk about the purpose in their groups. Logic: Students can work through the describing wheel analyzing the purpose behind why the material is presented this way. Musical: Students can choose whichever video they want to work on, for both the in-class project and the formative assessment, so it will relate to them. Kinesthetic: Students can choose whichever video they want to work on, for both the in-class project and the formative assessment, so it will relate to them. Interpersonal: Students are going to work by themselves trying to work out the purposes in the "Hook" video. Intrapersonal: Students will be working in groups to work on a second video. Naturalist: Students can choose whichever video they want to work on, for both the in-class project and the formative assessment, so it will relate to them. =Lesson 4=
 * (H)** 3.2 I will play a youtube video [|Hunger Statistics and Photos] giving an example of media presenting itself in a way that is playing on the sympathies of others. This will play into the describing wheel for the lesson of the day. Students will be given the graphic organizer before the video starts and told what to complete. **(Hook)**
 * (E)**3.3 Students will know media has a close eye on what people are talking about, tailoring their coverage to feed off of this interest and how people
 * (R)** 3.4 I will have students write a brief statement about what they would do differently with the video that I showed. What aspects would they include to try to sell the idea of world hunger? **(Rethink)** Students will be given a chance to share their presentations with other class members prior to the formal presentation. The students will have a checklist of topics they need to cover in the movie and they can work through the checklist. **(Revise)** I will be using the same checklist to give the students feedback on the presentation prior to the formal presentation. **(Teacher)**
 * (E)**3.5 Formative Assessment - I will have the describing wheels from the group work. **Checking for Understanding**: I will be asking students where they are in the describing wheel throughout the group work and checking for questions and **Timely Feedback:** Teacher, Peer, Self **(Evaluate**)
 * (T)** 3.6
 * (O)**3.7 Students will be able to justify the purpose behind why media presents itself in a particular way. **(Apply)** Product: imovie; Number of days: 2-3 (**Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that the media presents itself in a variety of formats. **(Where)** //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. ** (What) **//

// You are greatly effected by the ideas and products being sold by media: positively and negatively. The media targets you based on a variety of different factors, including //

// age. **(WHY)** //

Verbal: Students get to openly state what they think their population is interested in and participate to create the new population. Logic: Students can analyze why specific groups of people in an age range share the same interests. Kinesthetic: Four Corners will have students moving around and participating in the learning. Interpersonal: Students will have an opportunity to speak with others at the corners about why they chose this corner. Intrapersonal: The graphic organizer will be done individually. Naturalist: Some of the interests will be outdoors-y (ie: animals and plants) =Lesson 5=
 * (H)** 4.2 I will show an image of [|Jennifer Lopez] with the article about her abs. **(Hook)**
 * (E)**4.3 Students will know media does research and understands what they are selling, but they sell it using something else and media has a close eye on what people are talking about, tailoring their coverage to feed off of this interest and how people. **(Equip)** Students will fill out a four column chart with a piece of media as the topic. Each of the four columns will represent age groups. The students will be responsible for filling out what would appeal to various age groups. **(Explore)** I will allow students to brainstorm ideas of ways media outlets would target them as a broad age group. This will get them thinking about themselves as a population, like the media does, instead of individuals. Students will think of general interests among their peers. As a way to do this, I will play four corners with the students. They will go to corners based off of various interests. **(Experience)**
 * (R)** 4.4 I will have students create a population from scratch. They will brainstorm things that these people like and don't like. Then, ask them how the media would use the information to attract them to a product that they also get to make up. ​**(Rethink)** Students will have rubrics to follow for the garage band project. I will ask students to go through and fill out the rubric for themselves after they think they are finished the project. **(Revise)** I am going to give suggestions on what needs more development in the product. **(Teacher)**
 * (E)**4.5 Formative Assessment - Students will be asked to bring in a four column chart filled out over a media type they chose at home. Copies or URLs must be attached **Checking for Understanding**: Four Corners and **Timely Feedback:** Peer, Self, Teacher **(Evaluate**)
 * (T)** 4.6
 * (O)**4.7 Students will be able to analyze the different aspects of media that appeal to various age groups. **(Apply)** Product: Garage Band; Number of Days: 1-2 **(Organize)** ||

//visually quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. ** (What) **// You are consumers of goods in this world and the
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that media has a purpose in its presentation. **(Where)** //Analyze the purpose of information presented in diverse media and formats (e.g.,//

media gets you to buy products and sells you on ideas. You need to be aware of media's influences on your consumption. **(Why)**

Verbal: Students are working together giving them a chance to speak. Logic: Students are working through analyzing these media types. Kinesthetic: Students will have the opportunity to chose a media that involves kinesthetics. Interpersonal: Students are working in groups, socializing with each other Intrapersonal: The first ven diagram is done individually. Naturalist: Students will have the option to pick a media that involves nature. =Lesson 6=
 * (H)** 5.2 I will have two types of media displayed on the projector when students walk in. These will be the subject of the ven diagrams. **Hook)**
 * (E)**5.3 Students will know media, purpose, portrayal, delivery, sales **(Equip)** Students will fill out a ven diagram comparing two different media types and whether or not they were effective in their presentation. The middle section will be for the similarities in the two media types. (**Explore)** Students will pair off into groups of two and they will get some time to talk about what they put in their diagram. **(Experience)**
 * (R)**5.4 I will have students find a source of media on their own and then get in pairs. Students will compare and contrast the two forms and report back to the class as if they were a media company that designed both of these. They will explain why they are both effective/ineffective/ or why one is more effective than the other. **(Rethink)** Students will have the checklist for their prezi presentations. I will hand them out for students to make sure they cover everything they need to. **(Revise)** I am going to give suggestion on what to improve and what needs to be included before the actual performance date. **(Teacher)**
 * (E)** 5.5 Formative Assessment - Students will hand in ven diagrams and I will give feedback **Checking for Understanding**: Thumbs Up and **Timely Feedback:** Student, Self, Teacher **(Evaluate**)
 * (T)** 5.6
 * (O)**5.7 compare the different types of media and their effectiveness. **(Apply)** Product: Prezi; Number of Days: 2-3 (**Organize)** ||

//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. ** (What) **//
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that the media presents itself in a variety of formats. **(Where)**

// You are greatly effected by the ideas and products being sold by media: positively and negatively. The media targets you based on a variety of different factors, including //

// age. **(WHY)** //

Verbal: I will be talking a bit, giving information and checking for understanding. Logic: Students will have to analyze and work through what they are going to sell and how they are going to do it. Kinesthetic: Students can choose to use kinesthetic ideas or products for their project. Interpersonal: Students will be working a lot in groups. Intrapersonal: The project is all done individually and the planning chart can be done individually. Naturalists: Students will be able to choose nature type products or ideas to sell.
 * (H)** 6.2 I will have the words "It's You're Turn" on the board to capture their attention. (**Hook)**
 * (E)**6.3 Students will know media has a close eye on what people are talking about, tailoring their coverage to feed off of this interest and how people respond to information greatly impacts the extent which the media focuses on events. They will know that media has a focus and sells ideas/products in a variety of ways. I will speed through the class asking students what they are going to do their projects on. **(Equip)** Students will fill out a planning chart for their Glogster project. They will have to try to incorporate type of media, and audience and so on. **(Explore)** Students can collaborate together to brainstorm ideas of the project, but they will each do one of their own. **(Experience)**
 * (R)** 6.4 I will give groups of students are particular item or idea they have to sell and, as a group, they have to decide how they are going to sell it to the rest of the class. **(Rethink)** The students will have a checklist of information and requirements for the Glogster project. **(Revise)** I will look over their outlines to make sure the students are on the right track (ie: they have the audience, are using new information etc...) **(Teacher)**
 * (E)**6.5 Formative Assessment -Students will hand in the planning charts so I can give them feedback. **Checking for Understanding**: asking and **Timely Feedback:** Peer, Self, Teacher **(Evaluate**)
 * (T)** 6.6
 * (O)**6.7 Students will be able to assume the role of a media designer and apply the various aspects of media. **(Apply)** Product: Glogster; Number of Days: 1-2 **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe