S3+Veilleux,+Damian

=Stage 3 - Plan Learning Experiences and Instruction= =Part 1= 1. The goal of media is to target a demographic. (**Where.)** 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. (**What**.) A sheet will be posted splitting the room into groups to ensure that the class population is distributed evenly among the media disciplines. Through the ensuing exercise students will understand that every media form has commonalities that serve to universally enhance the message that specific media is attempting to deliver. (**Why)**. To relate this unit to the real world the following video clip will be shown: [] which details one common man’s approach to revitalize 120 illegal billboard advertisements in New York with phenomenal works of art.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Lesson 1

2. A short video will be played documenting the daily routine of a graphic designer in a Californian ad agency: [] (**Hook**) 3. Student will know demographic, target audience, intro, body, conclusion. (**Equip**) Students will be asked to review a separate source not reviewed in class disscussion on their own and link to the article in their wiki. (**Experience**) A group discussion will facilitate a deeper understanding of the evidence presented. (**Explore**)

4. Students will draw upon anecdotal evidence to answer the questions posed. A handout will be given to the students explaining the framework of a media piece. A graphic organizer will be given out for students to document components learned as seen in presented clips. (**Rethink**)

5. The class will conduct peer reviews on other group's wiki's as well as the teacher giving comments directly on their pages. **Evaluate**.

6. 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. (**Tailoring)**

7. **Students will be able to examine various media forms and select one to analyze. (Interpretation)** Students will be able to identify the components of media and designate a page on their wiki to each of the components they will later be asked to create (audio, visual and print) (Wikipedia site creation) 3 Days(**Organize**) || =Part 2=

1. The goal of media is to target a demographic. (**Where.)** Students will be made aware that media has a specific goal by further analyzing media selections and asking essential questions: Do I care about this piece of media? Why or why not? Would I buy / watch this? Why or why not? Through asking these the students will become open to the messages of media. (**What).** Understanding what makes media effective allows us to employ those same techniques in our daily lives to become more effective communicators. (**Why.)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Lesson 2

2. A movie trailer will be played. District 9: [] After this trailer, questions will be asked. Is this media? Why? What is the product? How are they selling it? Students will be asked to state their assumption of that products success. The real values will then be given at the end. Students will additionally understand from this unit that the initial success of a product is ultimately in the hands of the advertisements. (**Hook)** 3. Students will learn the following terms: Mutual exchange, Bait, hook (implied theme/s), story within, conclusion. (**Equip)** Students will be given a graphic organizer and review several selections of media forms then be asked to record instances of these terms in action. (**Exlpore)** Index cards with the term and the definition will be scattered among the students. They will then be asked to find their partner based upon the cards they hold. (**Experience)**

4. Students will be asked to write a short (1 paragraph max) piece on their own that captures the essence of one of the previously learned facets of media. (**Rethink)** Then, in a group, students will come together at random and piece their writings together to form a complete advertisement. (**Revise)**

5. Students will be given a goal written on one line by the teacher. Their job will then be to brainstorm ideas on methods by which to market that idea. They will first do this alone and then in small groups. After coming up with ideas each group will present there results to the class and receive feedback from peers and the teacher. (**Evaluate)**

6. Verbal-linguistic: Class lecture, group discussion, class discussions. Logical: Students will be asked to apply the formulaic nature of media to their own beginning piece of work. Visual: Media reviewed will include movie and print clips. Bodily Kinesthetic: Students will be moving around during the partnering exercise. Musical: The selected media will have an audio component that enriches the overall piece. 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 selected will include nature based subjects. (**Tailoring)**

7. **Students will be open to the messages of media. (Self-Knowledge)** Students will consider the goal of a piece of media as they watch, rather than simply watching. In groups students will have created the framework of an ad for a product they know little to nothing about. (**Organize)** 3 Days || =Part 3=

1. Students will become open to the messages of media, both the real and the inferred. (**Where)** Better understanding of this key point will help develop a more full understanding of persuasion through demonstration and argumentative writing pieces. (**Why)** Thinking back on pieces of media analyzed students will be asked what they felt the alterior motives of the designers was. (**What)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Lesson 3

2. Students will 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. What mechanisms were employed in this advertisement? [] (**Hook)** 3. Students will be know the mechanisms that commercial entities employ to further the effectiveness of their advertisements. Commonly accepted sociological values are threaded into any successful advertisement to maximize the acceptance level and commercial viability. (**Equip)** Students must find an ad online, link to it in a blog, analyze their findings and reflect on what mechanism they might use in an ad of their own. (**Explore)** Here also the use of poignant music will be shown, its effectiveness heightened by showing a trailer first without sound, then with. (**Experience)**

4. Students will be divided in four groups moving to one corner of the room and given a card either stating a ‘real’ or an ‘inferred’ meaning. The students will then partner up into teams of four and develop a print advertisement that will utilize these two components. (**Rethink**)

5. Students will be tasked with developing an ad further in a small group. They will have to take into account all previous material and from here introduce into the ad a real and an inferred meaning. Acceptable forms for this assignment are garage band, imovie and print source. Throughout the course of creation students will receive feedback from the teacher. (**Evaluate)**

6. Verbal-linguistic: Class lecture, group discussion, class discussions. Logical: Students will be asked to apply the formulaic nature of media to their own beginning piece of work. Visual: Media reviewed will include movie and print clips. Bodily Kinesthetic: Students will be moving around during the group partnering exercise. Musical: The selected media will have an audio component that enriches the overall piece. Intrapersonal: The student must reflect upon the methods used in their blog. Interpersonal: Small group work will be conducted to report on individual and group findings. Naturalist: Media selected will include nature based subjects. (**Tailoring)**

7. **Students will Analyze media, breaking it down into its fundamental components. (Empathy)** Students will be able to form there own ad based wholly on the most basic principles of commercial philosophy using multiple layers in an ad to exacerbate the overall effect. (**Organize)** 3 Days || =Part 4= 1. Students will analyze media and break it down into its fundamental components. Divided into groups the students will analyze several different media forms at different stations. (**Where)** Students will rotate around to different stations using graphic organizers to identify the components of each media to help further understand the goal of media. (**What)** Students will understand that the effectiveness of media is lost with the ommission of one or more components and through that understanding the student will see how they can better communicate. (**Why)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Lesson 4

2. Students will have a printed handout to review (or website to view depending on computer availability: [] ) (**Hook)** 3. Students will expand upon learning by adding to the key terms. Demographic (target audience), Trademark (logo), competitive advantage. [] Students will watch a short presentation of popular logos and record the company based on just the logo to further their understanding of the power of the logo (Corporate identity) (**Experience)** furthermore, the students will be asked to write down, in one word, what word comes to mind when they view the logo. (The goal of media is to target a demographic. (**Explore)** They will later be asked to describe this detail more in a more descript manner. 4. Having been given a list of all of the components of a successful ad campaign the students will be given three new ads (trailer, radio ad, print) and asked to review them, citing where (if at all) the terminology applies to the ad. (**Rethink)**

5. Students will then be asked to find three of their own ad to do this exercise with. Each ad must fall under a different discipline (radio, print, television). These findings wil be written in their blog. The blogs will have peer review and teacher comments to help guide them (**Evaluate)**Additionally, 4 Students will be given an index card with a product on it. The rest of the students will be given an index car with a specific facet of media formation on it. The class will be divided into 4 groups evenly so that each group has every component and a product. They will then work to develop an ad for the product in one specific media form.

6. Verbal-linguistic: Class lecture, group discussion, class discussions. Logical: Students will be asked to apply the formulaic nature of media to their findings. Visual: Media reviewed will include movie and print clips. Bodily Kinesthetic: Students will be moving around during the group partnering exercise. Musical: The selected media will have an audio component that enriches the overall piece. Intrapersonal: The student must reflect upon the classroom learning on their own. Interpersonal: Small group work will be conducted to report on individual and group findings. Naturalist: Media selected will include nature based subjects. (**Tailoring)**

7. **Students will be aware of the goal of media (Application)** Students will be ready to begin creating their own ad campaign after examining and re-examining all of the components reviewed thus far. (**Organize)** || =Part 5= 1. Students will design an ad campaign for a product of their own creation. **(Where & What)** The campaign will serve to support the product through all avenues previously reviewed. Students need to be able to apply their knowledge to have it effective in the real world. (**Why)** 2. Students will be shown a short film by Dewitt Jones, photographer for National Geographic on creativity and how there are multiple right answers to any given task. (**Hook)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Lesson 5

3. Students will be introduced to storyboarding and placed into groups of four to five people. The task will be set forth: Create a product that is both unique and creatively presented using all that you’ve learned thus far. (**Explore**) Students must develop a product and begin drafting a storyboard, script and mock up for their ad campaign. (**Experience)**

4. Students will have conferences with peers and the instructor for feedback and review. All steps will be documented in a blog and comments given by the teacher. (**Rethink)**

5. Once a first draft is completed each student group will have their work reviewed by the teacher. The reviewers comments will be used to create a second draft, eventually working to create a final product. (**Evaluate)**

6. Verbal-linguistic: Class lecture, group discussion, class discussions. Logical: Students will be asked to apply the formulaic nature of media to their projects. Visual: Media created will include movie, audio and print clips. Bodily Kinesthetic: Students will be moving around during the group partnering exercise. Musical: The media must have audio that will enrich the overall piece. Intrapersonal: The student must work on their own and bring their findings and results to the group. Interpersonal: Small group work will be conducted to report on individual and group findings. Naturalist: Components of ad will contain nature based themes. (**Tailoring)**

7. **Students will be able to design an ad campaign (Explaination)** Students will be able to take their drafts and transpose them into a final product ad campaign after this exercise. || =Part 6= 1. Students will now create an ad campaign showing an understanding of how all elements of media must be cohesive to present a successful product. (**Where &What)** Students will be shown that there ideas have value and merit by turing their drafts into real world products. (**Why)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Lesson 6

2. Students will view previously created student samples. (**Hook)**

3. Students will explore various avenues to create their products within then decide which element best fits the criteria for commercial, radio spot and print ad. (**Explore)**

4. Students will be asked to show a ‘pre-screening’ of their work to both peer groups and the teacher for evaluation and constructive criticism. (**Rethink)**

5. After the pre-screening the students will submit a first draft of their projects for evaluation. The evaluation will serve to guide the students along their way towards a final product. (**Evaluate)**

6. Verbal-linguistic: Class lecture, group discussion, class discussions. Logical: Students will be asked to apply the formulaic nature of media to their findings. Visual: Projects will be largely visual based. Bodily Kinesthetic: Students will required to physically get involved with the creation of their projects, creating posters, television ads using software etc. Musical: The selected media will have an audio component that enriches the overall piece. Intrapersonal: The student must reflect upon the classroom learning on their own in their blog. Interpersonal: Small group work will be conducted to report on individual and group findings. Naturalist: Media selected will include nature based subjects. (**Tailoring)**

7. **Students will be able to create an ad campaign (Perspective)** Students will be able to demonstrate their own ad campaign in a real world environment as follows: Your team is one of many who will submit their ideas and creative innovations to Bayard for consideration. Only one team's product will be selected as the winner. Not only will the winner receive a contracted position as Bayard's new graphic design department but also the winning team's product will be put into immediate production for national distribution. (**Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe