L1+Veilleux,+Damian

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

__ **Teacher’s Name** __**:** Mr. Damian Veilleux** __Date of Lesson__:** 10-01-09 __ **Grade Level** __**: **9-12 **__Topic__:** Media

__ **Objectives** __ // Maine //// Learning Results; English Language Arts F. Media - F1 Analysis of media Grade: 9 - diploma Students analyze the effectiveness of auditory, visual and written information used to communicate in different forms of media. Select appropriate media, relevant to audience & purpose that extend & support oral, written & visual communications. // **Rationale:**
 * Student will understand** that every media form has commonalities that serve to universally enhance the message that specific media is attempting to deliver. **Students will know** the meaning of media terms: Hook, mystery, introduction, body and conclusion. **Students will be able to** analyze media and break it down into its fundamental components.
 * __ Maine ____ Learning Results Alignment __**

To learn how media is effective students must first be shown the components that create a piece of media. __ **Assessment** __ **Formative (Assessment for Learning)**

Group discussions will facilitate a deeper understanding of the evidence presented.


 * Summative (Assessment of Learning)**

The student will create a personal wikipedia page that will serve as a digital journal to collect media within. This wikipedia page will have three required initial entries. A visual commercial, a radio commercial and a printed piece of media must be embedded and a short paragraph explaining how the learned components of media are presented within the pieces. This journal will be graded. A final presentation at the lessons conclusion (day 3) will also be graded.

__ **Integration** __ // Technology: // The class will watch two videos online that deal directly with the topic in an introductory method. These videos will serve to show the students one particular application of a media campaign in the real world and also show them the daily operations of a large California design firm. The students will create a wikipedia page with external links and embedded widgets.

// Art: // Of the videos shown one deals directly with an art campaign. Students will be exposed to the overlying components of graphic design and how those components are used as guidelines to create all visual media types.
 * Other Content Areas:**

//Music:// In the advertising world, audio engineering is pivotal. In television commercials and movie trailers watched we will cite the importance of the score and sound effects. The students will be given an index card with four letters printed on it: C,M,Y,K. Under each heading 4 numbers will be printed. These letters will be reflective of the groups that the students must assign themselves in. Each student must have three new members in each group.
 * __ Groupings __ **

__ **Differentiated Instruction** __ **Modifications/Accommodations**
 * Verbal-linguistic**: Media selected can have subtitles. If audio media is sampled a transcript can be furnished to read along with the broadcast.
 * Logical**: The first handout outlines the components of a media piece in a formulaic method. Students will be asked to compare their own sample to this formula.
 * Visual**: The media reviewed can be a television commercial or movie trailer.
 * Bodily Kinesthetic**: An in class assignment will be to work in small groups and create a “Media Machine” where each student becomes a component of media (i.e introduction, hook, mystery etc.) The ‘machine’ will be intended to create a commercial by correctly ordering the components.
 * Musical**: The selected media can be a radio commercial or specifically designed to analyze a media pieces audio track.
 * Intrapersonal**: The student must work alone initially to complete the assignment. (think/pair/share)
 * Interpersonal**: Small group work will be conducted to report on individual and group findings.
 * Naturalist**: Media presented will include a showing for the trailer of Earth by Disney.

// ** I will review each student's IEP, 504, or ELLIDEP and make appropriate modifications and accommodations. ** // If the student is unable to attend the lesson, the student is responsible for collecting the resources and assignment from the class wikispace. If necessary, the student should arrange a meeting with the teacher for instruction and assistance.


 * Extensions**

Each student is required to create and maintain a personal wikispace as an online journal of findings. This journal will serve to enhance the student's technological literacy and also as an online journal that can receive feedback from other students and the instructor.

__ **Materials, Resources and Technology** __ "Framework of Media" Handout "Points of interest" Graphic Organizer. Access to internet LCD Projector Speakers Wikispaces.com CMYK Grouping Card Electronic access to public tube site such as www.youtube.com Laptop for teacher laptops for students Wiki creation handout - [] __ **Source for Lesson Plan and Research** __ Resources: [] [] [] [] [] // **Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.** // // **Rationale:** // Every one of the eight intelligences has been catered to in this lesson. Technology used to introduce the media was planned to impact multiple facets of learning. For example, when asked to analyze how the audio track fits with the video track, speakers are used in conjunction with viewing screens. // **Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.** // // **Rationale:** // To effectively allow students to grasp the goals of the lesson three days have been afforded to allow ample time for reflection on the student’s part. Work has been assigned that allows for constant feedback on student findings and graded assignments are based in entirely on things learned, Knowledge base is created in order to draw correlations between what they know and what they must now learn.
 * __ Maine ____ Standards for Initial Teacher Certification and Rationale __**

// **Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.** // // **Rationale:** // Students will be exposed to various media sources and asked to analyze the sources from the eye of an objective viewer. The media viewed will have subtitles, so that the linguistic learners in the room can follow along with the written word. A handout will be given outlining the generic formula that is followed by every media component. This formula will be applied to the piece viewed. An in class assignment will be given for students to make a ‘media machine’ where they must physically make a component of the media with their bodies. When the media is analyzed the audio track must also be examined. In addition to initially working alone, students will be asked to work in groups. Of the media presented, a nature based selection such as //Earth// by Disney will be displayed. // **Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.** // // **Rationale:** // The room will be arranged into desks grouped by fours and spaced around the room. As students walk into the classroom they will be given the CMYK Grouping Card. Once class begins students will be instructed to fill out their grouping card. Each of the four groups must be filled with people and no group can have repeating members. Once the groups are established the students will be instructed to gather together into their C groups. Students will then be instructed to collect from a side table the day’s handouts (Wiki creation handout). Once they have their handouts and are in their C groups a short [|video] will be shown to engage the students. We will then begin speaking about what a piece of media is. What constitutes something as media? Students will examine various media forms, commercials for both television and radio and print source materials and from these they will each select one type to analyze. Through the ensuing discussion students will understand that every media form has commonalities that serve to universally enhance the message that specific media is attempting to deliver. 4 0 minutes.
 * __ Teaching and Learning Sequence __ : **
 * Day 1:**
 * Where, Why, What, Hook, Tailors: Interpersonal Intrapersonal Kinesthetic Linguistic Musical**

Students will be introduced to the creation of a wiki site. For the remainder of class we will go through the steps to creating a wiki so that every student has a wiki account and page created before they leave. 40 minutes.
 * Equip, Explore Rethink, Revise Tailors: Interpersonal, logical, kinesthetic**

Students will pick up Framework of Media handout on the way in. We will review three sources of media together in the classroom: A television commercial, a radio commercial and a printed ad from a magazine. Media selected can have subtitles. If audio media is sampled a transcript can be furnished to read along with the broadcast. Students will be introduced to new terminology: //Introduction, Body, Conclusion, Mystery and Hook.// Students will then be shown how every piece of media, regardless of the medium, is composed of these elements. Students will then be tasked with gathering three sources from online and linking them to their wiki page as widgets or images. A source from visual, auditory and printed mediums must be included. They will be allowed to work in their C groups for this activity. Once they have gathered their digital artifacts they must write a short paragraph explaining how the learned terminology are applied in the medias they found. 80 Minutes
 * Day 2:**
 * Equip, Explore Rethink, Revise Tailors: Interpersonal, Intrapersonal, logical, kinesthetic, Linguistic**


 * Day 3:**

All desks and chairs will be moved to the perimeter of the room to afford maximum open space in the classroom. As students come in they will be instructed to group together in their C groups in opposite corners of the room. An in class assignment will be to work in small groups and create a “Media Machine” where each student becomes a component of media (i.e introduction, hook, mystery etc.) The ‘machine’ will be intended to create a commercial by correctly ordering the components. The goal of the exercise id for the students to wordlessly create a machine by which the other groups watching can correctly identify the type of media the machine is creating. 30 minutes

After the exercise the desks will quickly be replaced to groups of four and C groups will come together. Students will be given a handout (Component Consolidation) Students will go online to search out their own piece of media that interests them and link it to their wiki site. They will be required to identify the parts of the media piece they selected. Then in groups the students will take one of the components of their media they identified and write it down on a scrap of paper and put it in the middle of the tables. Each student must select a different component from the other members of their group. Once each student has selected a component the group will work together to turn these components from different commercials into one, newer commercial for a product that has been assigned in the handout. The students will present their new media piece before the class, each student responsible for explaining their component. These presentations will be graded. 50 minutes.
 * Evaluate, Tailors: Kinesthetic, Interpersonal, Intrapersonal, Linguistic, Spatial**

__ **Content Notes** __

__ **Handouts** __


 * Content Notes**


 * Handouts**