A Sample Media Task

As part of the Media Part 2 A.Q. course I have already referenced, the outline of two lessons incorporating media was required. I posted them to the discussion board in the course, but figured they may also fit in here.

Below is a c&p of the assignment:

Rational for choosing the lessons

The two lessons selected get to the crux of what I believe the media curriculum is intended to do. They promote critical thoughts, analysis and consumption of media with the students, and then they allow the students to use the language and conventions of media to create their own content and messaging.

Overview of each Lesson

Lesson 1: Interpreting a Media Message

http://www.youtube.com/watch?v=BNeEVkhTutY

  1. Video clip – Nissan Polar Bear commercial. Show clip. Discuss with elbow partner.
  2. Show clip again. Ask the following questions:
    1. What is the purpose of the commercial?
    2. Who made the commercial?
    3. What is the message of the commercial?
    4. How is the viewer supposed to feel after watching the commercial?
    5. What powerful images where there?
    6. Is anyone missing in this commercial?
    7. What is being implied about other car manufacturers?
    8. What could or should have been done differently?
    9. Students work in groups to brainstorm their ideas. Each group given one of the questions above. Use chart paper to record answers.
    10. Share with class.
    11. Record your personal response (either in written or blog format)

Lesson 2: Creating a Media Message

  1. Each group will be assigned a task. They will have a camera or iPad to record their end product. The tasks are:
    1. Create a commercial for a rival car manufacturer to respond to this one.
    2. Create a TV news broadcast interviewing the Polar Bear about his journey and the reason for it.
    3. Create an interview with the people who created the commercial, asking them to explain each scene and why they did it the way they did.
    4. Create an interview with a rival car manufacturer asking their feelings about this commercial and its implications.
    5. Create a sequel to this commercial for Nissan.
  1. Once completed, the students will post their videos to the class YouTube channel. They will also embed them in the class wiki. Students will stay in the role that they were assigned to give appropriate comments to other students work in the comments section of the wiki (eg a rival car company will respond to the Nissan sequel as the rival and so on).

Curriculum expectations addressed

Oral Communications

2.1 identify a variety of purposes for speaking and explain how the purpose and intended audience influence the choice of form

2.2 demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large-group discussions

2.3 communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information

2.5 identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning

2.7 use a variety of appropriate visual aids, to support or enhance oral presentations

3.1 identify, in conversation with the teacher and peers, what strategies they found most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills

Writing

1.1 identify the topic, purpose, and audience for a variety of writing forms

1.2 generate ideas about a potential topic and identify those most appropriate for the purpose

1.6 determine whether the ideas and information they have gathered are relevant, appropriate, and adequate for the purpose, and do more research if necessary

Media Literacy

1.1 explain how a variety of media texts address their intended purpose and audience

1.2 interpret media texts, using overt and implied messages as evidence for their interpretations

1.3 evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues, and/or experiences in media texts

1.4 explain why different audiences might have different responses to media texts

1.5 identify whose point of view is presented in a media text, identify missing or alternative points of view, and, where appropriate, determine whether the chosen view achieves a particular goal

1.6 identify who produces various media texts, the reason for their production, how they are produced, and how they are funded

2.2 identify the conventions and techniques used in some familiar media forms and explain how they help convey meaning and influence or engage the audience

3.1 describe in specific detail the topic, purpose, and audience for media texts they plan to create, and identify challenges they may face in achieving their purpose

3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create, and explain why it is an appropriate choice

3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to create, and explain how they will use the conventions and techniques to help communicate their message

3.4 produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques

Resources needed for the lessons

iPads

Flip Cameras

Laptop Cart

Chart Paper

Class YouTube Channel

Class Blog/Wiki

Any necessary Accommodations/Modifications

The students will work in self-selected groups. Within each group, students will be encouraged to assign roles, to ensure that all students are actively participating. As this is a plan for an imaginary class, the accommodations would depend on the need, but are too varied to list. An example of a more common accommodation that may be applied is for the ‘comments’ section of lesson 2. Students may use assistive technologies such as Premier or Dragon to dictate their comments prior to copying them in the box. Another example is the inclusion of the lesson and task sequence and outline in the class wiki for those students who need to be able to access a schedule or anchor for a given task.

Assessment overview and tools needed:

The assessment would not address all of the expectations outlined as that is simply unmanageable, rather it would reflect the identified learning goals and co-constructed success criteria.

Parts of this assignment where assessment is occurring:

Lesson 1 Step 3 and 4 – Assessment of students oral communications skills (teacher checklist of expectations completed through observation and small-group conferencing).

Lesson 1 Step 5 – The written task will provide the teacher a chance to assess the students understanding of the expectations 1.1-2.2, and the associated writing expectations.

Lesson 2 Step 1 – The student work product will allow for teacher assessment of student understanding of media expectations 2.2-3.4.

Lesson 2 Step 2 – Will allow for peer assessment of students, and also allow for teacher assessment of 1.1-2.2, and the associated writing expectations.

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Posted on June 29, 2012, in Media Literacy. Bookmark the permalink. Leave a comment.

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