L3+Carmichael,+Ashton

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

** #|LESSON PLAN FORMAT **

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.
 * __ Teacher’s Name __**** : ** Mr. Ashton Carmichael **__Lesson #:__** __3__ **__Facet:__** Explain
 * __ Grade Level __**** : ** Eighth **__Numbers of Days:__**
 * __ Topic: __**


 * __ PART I: __**

Student will understand that that media has a purpose in its presentation.
 * __ Objectives __**

Student will know the d efinitions: purpose and delivery

Student will be able to justify the purpose behind why media presents itself in a particular way.


 * Product: **imovie: a video recording of an interview between a media designer and talk show host explaining why the designer did something a particular way.


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

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.

I am going to be teaching the students the motives behind media designer's presentation of their information. Through their iMovie, students will be able to critically explain why the designer would pick a particular motive in presenting material in a certain way.
 * Rationale: **


 * __ Assessments __**

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. They will also be filling out the same describing wheel for their own form of media they choose.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

I will be using a checklist to give the students feedback on the presentation prior to the formal presentation. This is the same checklist that I am going to give them as a guideline for the project.
 * Section II – timely feedback for products (self, peer, teacher) **

imovie: a video recording of an interview between a media designer and talk show host explaining why the designer did something a particular way.
 * __ Summative (Assessment of Learning): __**

Students will be using iMovie to create their projects. They will be using the editing software on the computer.
 * __ Integration __**
 * Technology__:__ **

I am integrating Social Studies into this lesson with the use of World Hunger.
 * Content Areas: **

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
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students are going to pair off into groups of two for their iMovie projects. Students are going to create an imovie presentation recording the interview between a talk show host and a media designer about why they presented the material the way they did.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**

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.
 * __ MI Strategies __**


 * __ 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. //

C lass notes will always be available on the class wiki along with attachments of documents that can be downloaded. If a student is absent, they should first refer to the class wiki for missing assignments and notes on class discussions if applicable. Students are required to come see me for missing homework assignments.I will not immediately take points off for work that is late, rather, I expect students to negotiate with me when the assignment will be turned in. Students will not be allowed to accept a zero for assignments.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Students will be posting links to their videos to the class wiki. They will be expected to post them to youtube.com. If they wish to remove them after the presentation, that is completely up to them.
 * Type II technology: **


 * Gifted Students: ** Gifted students will be allowed to research an actual media designer and find out their motives behind why they created a particular form of media the way they did.

Describing wheel printout Laptops with iMovie Grading Checklist //Wikispace//
 * __ Materials, Resources and Technology __**

// Wikispace //
 * __ Source for Lesson Plan and Research __**

http://www.eduplace.com/graphicorganizer/pdf/wheel_eng.pdf -- Describing Wheel


 * __ 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) //

I will have students come into the room with the desks set up into clusters so that they can work as groups. I will play the short video "Hunger Statistics and Photos." (5 Minutes) I will pass out the describing wheel to the students. I will ask students to write 'Purpose' in the center of the wheel. I will begin to ask students what they thought the purpose behind the video was: (I am looking for World Hunger). I will ask them to put this in the middle section as well. (10 Minutes) I will then ask students to work in their groups to discuss how they thought the video accurately described and sold the idea of world hunger to the audience. I will play the video again if necessary. (20Minutes) I will get all the students to talk as a full class about how the designer sells world hunger. I will call on clusters and let each cluster share what they decided on. (20 Minutes) After the discussion, I will explain that media's major focus every time is to sell something, it is a matter of figuring out what they are trying to sell. I will explain that media does this through how they portray this item or idea. They will play on various emotions. (15 Minutes) I will ask students to look at other forms of media for an assignment. I will ask them to explain what the purpose (idea or item) is and explain how they go about selling it. (10 Minutes)
 * //Day 1//**


 * Day 2**

When students come in, I will ask them to take out their media Describing Wheels. I will ask them to talk about their wheels in the clusters. I am going to walk around and listen/ look at the describing wheels as the students talk in their groups. I am listening to hear if students understand the ideas. (15 Minutes) I will bring students back to my attention. I will explain to the students that they are going to now get with a partner and create an iMovie presentation about the designer made the project the way they did. I will explain the option for the gifted students too. I will tell students that they can choose from the media they brought to class or choose a new form of media to work with. I will meet with students as they come back and ask me to check their progress. (60 Minutes) I will tell students that they will have the beginning of the next class to finish up their presentations before presenting. (5 Minutes)

Students will have the beginning of class to put finishing touches on their projects. They can use this time to meet with me or get feedback from peers. (20 Minutes) Students will present their projects. ( 60 Minutes).
 * Day 3**

"Media scholars continue to be interested in the motivation behind the consumption and selection of media. Early researchers like Paul Lazarsfeld indicated that people sought out media to perform one of three functions: informing, transmitting, or correlating. Numerous authors since have suggested the importance of media to also be entertaining. The growing amount of research regarding entertainment as the motivating factor and use of media is generally examined from a macro-level perspective. A narrower focus of this perspective may potentially examine how entertainment, or any motivation factor, alters the effects of the media content.
 * __ Content Notes __**

One frequently used approach to examining uses and needs of media is the Uses and Gratifications Theory (U&G). From this perspective, a generally accepted notion was constructed in that gratifications come from social and psychological needs. Although the theory has been used extensively to examine the psychological needs it has produced little predictive utility. The low predictive utility of the theory can logically be traced through the theory’s construction as it encourages recursive thinking; which brings further questions to the practicality of the theory.

The predictability (or lack thereof) of U&G is troubling and encourages alternative considerations. Now more than ever people have become active media **users**, rather than passive media **audiences**; and theoretical perspectives should reflect this.

The limited but powerful effects model examines media effects by reevaluating many of the previous models while incorporating key constructs which include the gratifications of social and psychological needs. Media content produces a cognitive, affective, or behavioral script (CAB) which is then received by the user. The user then internalizes this script with the psychological and societal needs in which they are facing. Only after the users complete the internalization will they determine whether to act on the script and demonstrate an CAB effect. **In other words, the media content gives the user a puppet, but it is still the user’s decision and behavior which pull the strings and demonstrate the “effect”.**

This perspective does not inherently assume that media produces what many would classify as an “effect”. Certainly the typical behavioral-based effect is possible within this model but no assumption is made that a user will demonstrate such an effect. However, as some would argue that discrepancies in the definition of media effects exist, the conversation resorts back to a macro-level perspective. If the definition of media effects shifts from its primarily behavioral connotation, the argument could be made that by learning something (from the script) which was previously unknown, an effect not only exists but it is assumed. Admittedly, this notion of media effects seems to be unpopular throughout the field.

So what are the implications? Well the importance of the user is rapidly becoming more recognized and appreciated than ever before. Previous perspectives of the media model which postulate that stimulus leads directly to response are becoming a thing of the past. The understanding of the moderator is critical in determining the importance of media effects (if any) within our society. The usage and motivation behind media consumption is arguably the starting point in conducting such research. Uses and Gratifications play a prominent role in determining the psychological needs of the user; however these needs must continue to be developed with societal needs to aid in determining their predictive utility as a moderator between the content and effects.

While the content of the media arguably gives the user the “bullets,” it is up to the user whether or not to “pull the trigger” which inevitably results in the media effect. " http://onmediatheory.blogspot.com/2012/02/motives-underlying-media-selection.html

// Describing Wheel // // Grading 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: The class is structures enough and follows a clear time schedule. //

// Microscope: Students are being asked to analyze and explain how and why media designers sell the items or ideas. //

// Puppy: Students are being asked to talk in small clusters. The groups should be small enough that students do not feel overwhelmed to share their ideas. Also, they are not required to talk in the large groups. //

// Beach Ball: the lesson does not require students to be focused on one thing for a long time. The lesson moves around quite a bit. //


 * // Rationale: I am showing that I know and understand how learners grow and develop, and 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 through the differentiation of my lesson in a way that is helpful to all learners.//**


 * // 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: //**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. They will also be filling out the same describing wheel for their own form of media they choose.


 * // Summative: //** //A// video recording of an interview between a media designer and talk show host explaining why the designer did something a particular way


 * // Rationale: //** I am allowing students to demonstrate that they are growing and understanding the material through formative and summative assessment.


 * // Rationale: //** I am incorporating the Social Sciences into my lesson with the hook. I have planned a more difficult part of the assessment for students who are gifted that is not more work, but will allow them the think deeper about the topic.
 * // 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: //**


 * // MLR or CCSS: //**

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.


 * // Facet: //** Explain


 * // 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.//**

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.
 * // MI Strategies: //**

Students will be posting links to their videos to the class wiki. They will be expected to post them to youtube.com. If they wish to remove them after the presentation, that is completely up to them.
 * // Type II Technology: //**


 * // Rationale: //** I am allowing students to post their creations online for the world to see. I am not requiring them to keep it up their, but I want to give them the chance to share their work with people who may see it and comment.

__//**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.**

//**Rationale: I am letting students create an iMovie that demonstrates their knowledge of the content. I am letting them have creativity on the project as long as it demonstrates their understanding of the content and follows the guidelines set by the analytic grading sheet.**//

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

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 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.**

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

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

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 * //Rationale: I am giving students formative and summative assessment that allow students to show their growth in the content over the three days.//** ||  ||   ||
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