L4+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** Maine Learning Results; English Language Arts
 * Grade Level:** 9-12 **Topic:**

__Objectives__
Students will know the meaning of typography and stereotype. Students will be able to complete their own ad campaign draft conveying
 * Student will understand how** an ad campaign is created.
 * Student will know** how to draft an ad campaign.

__**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 //how// designers compose their campaigns is a quintessential component to establishing a firmer grasp on the meaning of the piece. Understanding a theme present within a piece of media will help foster a deeper understanding of the work.
 * Rationale:**

__**Assessment**__
Students will receive peer feedback during group discussions. Students will also receive instructor response through class discussion.
 * Formative (Assessment for Learning)**

Students will complete a draft of an ad campaign which will receive a grade.
 * Summative (Assessment of Learning)**

__**Integration**__
A wordle is employed to help demonstrate the theme of stereotype and also to help partially reveal the key concepts of the story. A screenplay is a story in motion. When describing the screenplay format it will be revealed how a screenplay is the combination of art and the power of the written word.
 * 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**__
Verbal-Linguistic: Written transcripts will be provided for all pieces reviewed. Logical: The lesson deals deeply with screenplay format of storytelling. When describing what a screenplay is, it will be presented as the equation where the story is the word problem equivalent. There is an order presented in a screenplay that is more clearly defined than a written story. Visual: A screenplay will be shown and included in the handouts. Screenplay or storyboard as art will be discussed. Intrapersonal: The student must work alone initially to develop their own thoughts and writing prior a think/pair/share exercise. Interpersonal: Small and large group work will be conducted when reporting on individual findings.
 * Strategies**

//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 will be responsible for making up the work in accordance with formerly dispersed syllabi protocols. If necessary the student should arrange a meeting with the teacher for instruction and assistance.
 * Modifications/Accommodations**

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

__**Materials, Resources and Technology**__
//Monster// novel by Walter Dean Myers Monster Wordle Typography & Stereotypes Handout Ad campaign draft form LCD Projector Wikispaces.com Laptop for teacher Laptops for Students

__Source for Lesson Plan and Research__
Graphic organizer format and initial lesson administration derived from Dan Ryder’s lessons previously observed. All other sources and information presented original in concept and design.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:**  A short video on logos is used to help illustrate the power of images in diverse forms of media. The piece viewed aids a deeper understanding of how the things we create impact our presentation of a message. The lesson employs numerous techniques to illustrate the various logos present in the mainstream media today. 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: In this lesson multiple devices were used to get students to realize how the mechanisms in the media are universal and can directly relate to the individual student’s life. The students will delve into the deepest form of media by reviewing and then constructing their own draft of an ad campaign. By having this canopy of knowledge the student will be better equipped to interpret and appreciate what the novel has to say.  **
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Written transcripts will be provided for all pieces reviewed. The lesson deals deeply with screenplay format of storytelling. When describing what a screenplay is, it will be presented as the equation where the story is the word problem equivalent. There is an order presented in a screenplay that is more clearly defined than a written story. A screenplay will be shown and included in the handouts. Screenplay or storyboard 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 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 draft of an ad campaign story board 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__
Day One: //Agenda:// // Handouts // // First journal dissection // // Wordle // // Dichotomy discussion // // Homework explanation // The opening lines from //Monster// will be read to the students. Students will be asked: “What is the effect of this opening line?” They will discuss this question in small groups first then report their findings to the class. Through class discussion it will be revealed that the purpose of a journal is to establish a connection to the reader on a personal level. Questions to help facilitate this discussion will be asked: “What is a diary/journal?” “Is a diary/journal a personal thing?” “Is it rude to read someone’s diary?” The effect of a journal in //Monster// serves as a first person account of a personal experience meant to establish an emotional connection to the readers. 15 minutes The reading will then continue, dissecting the paragraphs to help alleviate the chances of students passing them over with a cursory glance. The atmosphere of the jail cell will be discussed. 10 minutes A wordle will be shown next and explanation given as to what this tool is. Special attention will be given in explaining that a wordle makes words larger based on prevalence in the writing submitted. Students will be asked to read through the wordle and form an opinion of what the book is all about and sum it up in a sentence or two. (//It will be explained that a wordle is a quick way to pull from text main themes that you may want to communicate in an ad campaign. With so much information to convey, a designer must distill down the information into its purest substance//.) This will first be done alone, then in small groups then report to the class. After the opinions are given two key themes of the book will be given: (A handout will be given citing the importance of typography and stereotypes) typography & stereotypes. This knowledge will be applied to previously learned knowledge of demographics and print source ads. We will then review the opening lines and it will be asked that special attention be given to the typography of the piece i.e the word //screaming//. As students read the book it will be asked that they focus on not just what is written but how it is written. We will also discuss how easy it was for the students to form an opinion on the entire piece based on limited information and an excerpt be read from page 79 of the book outlining the ease and evil of stereotypes. 20 minutes To close the lesson the dichotomy of writing methodology will be discussed. In //Monster// two writing formats are blended to form one story. Through the use of journals and a screenplay an entire story is told. The question will be posed: “Why does Steve write a script? Why not a journal throughout the whole piece, a more formal memoir format? To answer this question students will be told to take notice of where the journals break from the screenplay. An author’s quote will be employed to best answer this question: “In interviewing inmates I noticed a tendency for the inmates to attempt to separate their self-portrayals from their crimes. In //Monster// I have Steve speak of himself in the first person in his diary, but when he gets to the trial and the crime he distances himself through the use of the screenplay.” If a journal is personal then a movie is impersonal. We as viewers have nothing vested in a movie where in a journal we are pouring ourselves into it. 10 minutes An assignment will be passed out to students to work on. As they read through pieces of the story they will be asked to analyze particular details of the writing and then take that thinking further synthesizing the information as it could be used in their own ad campaign. They will take their initial writing that they completed with the print ad and expand that writing into a screen play. 25 minutes Day Two: //Agenda:// // The entire class time is allotted for ad campaign drafting under group aid and teacher instruction. // Allow the students to work on their ad campaign drafts, helping where needed and using their own group resources. 80 minutes

· Show a screenplay Show the LOTR screenplay created by Peter Jackson to help engage the students and show how planning is used to create a complete work of art. · Host a class discussion Cite the importance of a journal. Ask students essential questions such as “What is a diary/journal?” “Is a diary/journal a personal thing?” “Is it rude to read someone’s diary?” Make sure to touch upon the fact that a journal is written in the first person and establishes an emotional connection with the reader. · Show the wordle and Explain that a wordle is built upon how frequently a word appears in the submitted text. The more frequent an occurrence the larger the word. This helps draw focus to a piece of writing by highlighting key words or terms. · Form opinions Very quickly on their own have them form an opinion of what the book will be about based on the wordle alone initiate a think/pair/share exercise. Have them reflect on their own, then in small groups then reveal group findings to the class. · Talk about stereotypes Read the lines of dialogue on page 79 which discuss the effects of racial profiling and how easy it is to form an individual opinion based on limited information. · Talk about typography Reread the first sentence of the story having the students note the word //screaming// and then talk about how emotion is conveyed through the use of this typographic effect. · Explain screenplays A screenplay is a story in motion. It is also a story written in the third person and highly impersonal. Emotion is not as blatantly conveyed through a screenplay as it is through a novel or in this case a journal. Explain that Steve uses his journal to speak candidly about his experience but when the time comes to think of the grisly nature of the trial he separates himself from the event by writing about it like a movie. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Pass out homework Pass out the assignment and explain the synthesis piece if needed. //Monster// novel by Walter Dean Myers Monster Wordle Typography & Stereotypes Handout Ad Campaign creation Handout Blank story board pages
 * 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.