L3+Veilleux,+Damian

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

Teacher’s Name:** Damian Veilleux **Date of Lesson:** 11-20-09
 * Grade Level:** 9-12 **Topic:** Maine Learning Results; English Language Arts

__Objectives__

 * Student will understand that** media has both a real and inferred meaning.
 * Student will know** the terms //audience//, //demographic// and //medium//.
 * Student will be able to** cite the dual intentions of a piece of media reviewed in class.

__**Maine Learning Results Alignment**__
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. d. Select appropriate media, relevant to audience & purpose that extend & support oral, written & visual communications.

Understanding the deeper levels of meaning present in a piece of media is important when trying to identify its meaning and, moreover, a crucial skill needed to prepare the students for later tasks.
 * Rationale:**

__**Assessment**__
Students will receive peer feedback during group discussions. Students will also receive instructor response through class discussion and by checking in with groups as they work.
 * Formative (Assessment for Learning)**

Students will complete a print source advertisement for homework which will receive a grade.
 * Summative (Assessment of Learning)**

__**Integration**__
A video is shown in class from an online source. This flash video will be embedded in the class wiki page. Students will also be asked to create a print source advertisement by utilizing some form of software. To create an effective print source advertisement the basic elements of graphic design must be explained.
 * Technology: **
 * Art: **

__Groupings__
Groups will be made by placement of desks. Small group discussion will be paramount in this lesson. Individuals who sit along the periphery of the room will be asked to sit in the cloistered desk assemblies.

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


 * Extensions**

Each student will have access to digital handouts from their class wiki site.

__**Materials, Resources and Technology**__
LCD Projector Wikispaces.com Laptop for teacher Laptops for Students Elements of Graphic Design Handout Photoshop Elements or equivalent design program Vocabulary Sheet

__Source for Lesson Plan and Research__
All sources and research done through course work at CMCC in the Graphic Design program.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** // An unrelated form of media is presented to help illustrate the versatility of themes in diverse works of media. The piece used aids a deeper understanding of how the elements of media construction aid in conveying its meaning. The lesson employs numerous techniques to illustrate the various themes present in the media analyzed. Intentional effort is given to utilize techniques that allow a student to approach the same challenge or question from multiple angles. //
 * //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:** Rationale:** Written transcripts will be provided for all pieces reviewed. The lesson deals deeply with dual meanings of media. It will be presented as the equation when describing how the various meanings are communicated. A video will be shown and the devices found within included in the handouts. Print ads as art will be discussed. The student must work alone initially to develop their own thoughts and writing prior a think/pair/share exercise. Small and large group work will be conducted when reporting on individual findings.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//
 * In this lesson multiple devices were used to get students to realize how the themes in media are universal and can be found in every other piece of media viewed regardless of the medium. Effort was given to show the student not only the overall meanings of the media but also who the media intended to target and what devices it used to do so. By having this canopy of knowledge the student will be better equipped to interpret and appreciate what the media has to say. ****//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** Students will receive peer feedback during group discussions. Students will also receive instructor response through class discussion. Students will complete a print ad which will receive a grade.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
//Agenda:// // Watch Commercial // // Handouts // // Dispense magazines // // Review print sources // // Homework announcement // // Lesson in software // The student will first watch a commercial blatantly explaining the goal of cigarette companies and select truth commercials; from this students will be asked to cite the real meaning and the inferred one. A class discussion will be held asking what mechanisms were employed in this advertisement. It will also be directly stated that virtually every piece of media has two meanings. Through class discussion the three new terms will be defined: //Audience, Demographic// and //Medium//. 15 minutes Groups will be handed several magazines from which they will hunt through and select three print source advertisements. They will be asked to record what these ads are, what magazine they were found in and what are the two meanings of the piece. They will first do this in small groups then they will share their findings with the remainder of the class. Students will then be given the overall assignment. 25 minutes
 * Day One: **

A handout will be given explaining a few things that go into the creation of a piece of printed media. The handout will be reviewed in class and then students will be asked to examine the media pieces they have before them and find the elements explained in them. As the ads the students select were at random, the universality of the graphic design concepts explained will be proved. 10 minutes

The assignment will be given: Create your own print ad for a product. Several products will be available on the class wiki page. Clicking the link for a product will bring the student to a page where they can find all of the files necessary for download to complete the ad. Students will not be required to have a finished piece of media completed by the end of class, but will be asked to bring in a paste-up of the ad they are thinking of creating by the beginning of class tomorrow. 30 minutes.

// Agenda: // //  Software lessons  // The entirety of the class will be given to exploration of the concepts of graphic design and to acclimating the students to the software required to create their own print ad. Through the use of tutorials created and posted on the wiki and instructor led guidance the students will have a basic understanding of the tools necessary to create their own print ad.
 * Day Two: **

// Agenda: // //  Print Ad creation  // **__Outline of Events:__** Students will be allowed to work in the class to create their own print ads. They will be due by the close of class today. This ad has been embedded into the site as a widget. Hold class discussion asking students to reflect on the meanings present in the piece.
 * Day three: **
 * View ad on wiki site

Have the students read through the handout first alone then read it aloud for them. Explain in more detail what the new terms are if needed.
 * Pass out handouts

Pass out four magazines to each table and have them go through the magazines looking for print ads. Have them fill out the magazine handout for their ads.
 * Pass out magazines.

Have each group report their findings on the ads. Make sure they can defend the point they are trying to make with evidence from the piece.
 * Host a class discussion

Tell the students they will now be creating their own print ad. They must do this ad alone.
 * Announce the new assignment

Answer questions about the software or direct them to the wiki tutorials for answers.
 * Have the students open the software they will use to create the ad.

Elements of Graphic Design Handout Vocabulary Sheet
 * __ Handouts: __**


 * Content Notes:**

Proximity
The concept of **proximity** says that **related items should be grouped togethe**r. Likewise, items that are not related should not be close to each other. The process of grouping related information creates visual cues, which accomplishes Jakob's principle of facilitating scanning. An example of proximity is the relationship between subheading for my paragraphs (such as Proximity above), and the Paragraphs below them. Williams also suggests never having the same amount of white space between elements that aren't a part of a list.

Alignment
The concept of **alignment** says that **everything on a page should be visually connected to something else on the page**. Nothing should be placed arbitrarily. When elements are aligned they are connected to each other, even if they are separated on the page. You may have noticed that the alignment of the subheading "Alignment" was centered. As it is said, "Good design is transparent." The lack of alignment between the subhead and the related paragraph made your eye have to travel across the page, and it was probably enough for you to notice.

Repetition
The concept of **repetition** says that you **repeat design elements throughout the entire piece**. The element can be a font style, graphic, line, icons, colors, the list is endless. The web makes this easy to do in several ways. First there are style sheets, which allow you to set elements of a web page to certain fonts, colors, locations on the screen, etc. It is fairly easy, and I recommend you copy my stylesheet, just to see what one looks like. If nothing else, add the style information for "A:Hover", it will makes links change color when the user mouses over them. You can also view the source of this web page to see how I linked up to the stylesheet.

Contrast
The concept of **contrast** says that **if two items aren't the same, make them very different**. Contrast adds visual interest to your page. You can create visual interest by using color (as in the banner portion of this page contrasted with the content space), size and weight (as in the contrast between the headings and the paragraphs in font and weight), or any other property of an element. Again, you can utilize **style sheets** to make this easier by setting contrasting values for heading font and paragraph font.

Typography
Typography is actually quite a large field of interest. It is beyond the scope of this document to cover all the elements of typography in much detail. There are countless web sites related to typography in both print and the web, but rather than leaving you to go search for yourselves I'll give you these very nice pages I found on typography and fonts maintained by Frank Boumphrey. There are also some pages regarding CSS (**Style Sheets**). Typography can have a very profound affect on your work. Unfortunately, the web is still somewhat limited in using fonts. Web designers are forced to use whatever fonts may be on a user's system. Still, **style sheets** can help you easily set up font choices that look nice and will work on most systems.