L2+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:**
 * Grade Level:** 9-12
 * Topic:** Maine Learning Results; English Language Arts

__**Objectives**__
Students will understand that the goal of media is to target a demographic. 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. Understanding what makes media effective allows us to employ those same techniques in our daily lives to become more effective communicators.

__**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.


 * Rationale:**

The Goal of media is to target a demographic

__**Assessment**__

 * Formative (Assessment for Learning)**

Throughout the course of this lesson the students will be asked to do writing that revolves around the central concepts of the material presented. This writing will be reviewed by the teacher, comments given and rewrites allowed. Students will create the framework for an ad that has been reviewed by both peers and the teacher.


 * Summative (Assessment of Learning)**

Students will be asked to turn in a revised framework for an ad whose focus is specifically targeting a demographic.

__**Integration**__
Art: Students will examine media, viewing the process of creation as an artform. Everything from where and how transitions are plced to the selection of the sudio track will further contribute to the srtform of the presented piece.

Technology: Students will be required to work with technology such as wikipedia and blogger to report their finding s in an online journal.

__Groupings__
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.

__**Differentiated Instruction**__
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 th e 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.
 * Strategies**

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**

A large aspect of the summative assessment requires students to analyze a media source of their choosing. This media can be something existing in the visual, audio or print facet of media.Because they are able to choose their source, the students can delve deeply into the topic. There will be no limitation on the amount of detail and creativity a student may wish to use in their project. If a student is particularly excited about the topic, there is plenty of room in the project to expand and add depth.

__**Materials, Resources and Technology**__

 * LCD projector
 * Laptop for teacher and students
 * Speakers
 * Writing utensils
 * Terms graphic organizer
 * Access to the internet
 * Index Cards
 * Inspiration Software

Source for Lesson Plan and Research
Dan Ryder needs credit given for his help in brainstorming ideas, and [|this site] gave great advice for creating activity groups in a classroom. The material presented was developed by myself.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:**
 * //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:** Through the use of class lecture, group discussion and class discussions students will be exposed to a high degree of linguistic sourdces. Students will be asked to apply the formulaic nature of media to media which will include movie and print clips. Students will be required to be moving around during the partnering exercise. All of the selected media will have an audio component that enriches the overall piece. The students must work alone initially to complete the assignment in a think/pair/share exercise which means small group work will be conducted to report on individual and group findings. Of the media selected, nature based subjects will be included.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Students will be engaged in a visual medium including key audio components. The utmost attention will be given to the highly diverse ways in which students learn. The following intelligences will be addressed: 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 th e 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.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

To begin class the teacher will have a video ready to be played that utilize video, sound and print sources to depict methods by which media attempts to reach the targeted demographic. Students will the use Inspiration software to begin brainstorming and eventually print out an outline for the ad framework they intend to create.

Rationale:** In groups, the students will be give a graphic organizer to write what characteristics the media presented possesses. These characteristics can either come from the media shown in class or from a source they view on their own. The students are in groups to define the common attributes of the media presented. They will work together to brainstorm and collect ideas from each other. The group brainstorming activity and the class discussion afterward will allow the students to more carefully define their own ideas on the functionality of media. Through these discussions and interactions, students will have the chance to edit their graphic organizer and make changes that could affect the direction they take for the assessment task.
 * //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 1: After settling into the room 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. A KWL will be conducted on the projector, the teacher typing what the students say as they recite it. 30 mintues Students will then be taught the following terms: Mutual exchange, Bait, hook (implied theme/s), story within, conclusion. 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. 50 minutes

Day 2: Index cards with a term and a separate card with the definition will be scattered among the students as they enter. They will then be asked to find their partner based upon the cards they hold. 10 minutes

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. 15 minutes Then, in a group, students will come together at random and piece their writings together to form a complete advertisement. 25 minutes

Students will present their ideas and receive quick peer feedbacka nd teacher feedback. 30 minutes

Day 3: 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. Students will consider the goal of a piece of media as they create their ad, rather than simply focusing on the product. In groups students will have created the framework of an ad for a product they know little to nothing about. 80 minutes

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