Block 9: Media and Novel Study - midlandisd.net 9: Media and Novel Study Lesson Objective & TEKS...

5th Grade Reading 1

Block 9: Media and Novel Study

5/4-5/29

4 weeks (19 days)

TEKS: 5.1A, 5.9A, 5.14A, 5.14B, 5.14C, 5.14D

Week Time

Frame

Lessons Focus

1 5/4-5/8 1-5 5.14A-D Media Literacy

2 5/11 - 5/15

6 +

Novel Study 3 5/18 - 5/22

4 5/26 - 5/29

5th Grade Reading 2


Lesson Objective & TEKS Procedure

1

TEKS: 5.14A, 5.14C

Obj: We will explain how messages

conveyed in various forms or media are

presented differently and identify the point

of view of media presentation.

Product: I will explain how messages

conveyed in various forms or media are

presented differently and identify the point

of view of media presentation.

Focus: Media Awareness

Text/Resources: Different Types of Media

(included as handouts following the lesson)

Approach: Minilesson

Resources/Materials:

Media Awareness Anchor Chart

2

TEKS: 5.14B

Obj: We will consider the difference in

techniques used in media.

Product: I will consider the difference in

techniques used in media.

Focus: Ad Techniques





Ad Techniques Handout

3

TEKS: 5.14D

Obj: We will analyze various digital media

venues for levels of informality and

formality.

Product: I will analyze various digital media

venues for levels of informality and

formality.

Focus: Media Formality





Continuum of Media Formality Anchor

Chart

5-7 Media Samples

4 TEKS: 5.14A, 5.14B, 5.14C, 5.14D

Obj: We will use comprehension skills to

analyze how words, images, graphics, and

sounds work together in various forms to

impact meaning.

Product: I will use comprehension skills to



impact meaning by creating an ad.

Focus: Creating an Ad

Text/Resources:



5 TEKS: 5.14A, 5.14B, 5.14C, 5.14D

Obj: We will use comprehension skills to



impact meaning.

Product: I will use comprehension skills to



impact meaning by creating an ad.

Focus: Creating an Ad

Text/Resources:



5th Grade Reading 3

Lesson 1 Media Awareness

Lesson Overview: 5.14A, 5.14C

Text/Resources: Different Types of Media (included as handouts following the lesson)


BEFORE THE LESSON

1. Create the Media Awareness Anchor Chart with the headings completed, but the rest blank.

Media Awareness Minilesson Display the Media Awareness Anchor Chart.

1. Introduce Media: Tell students they will be learning about media. Explain that media is a way to

mass communicate with the public.

2. Ask students about different forms of media. “What kinds of media do we encounter throughout the

day?”

o Print Media: newspapers, magazines, journals, and newsletters

o Broadcast Media: radio and TV

o Internet: websites, news sites, web blogs

3. Explain that a consumer is someone who views/listens/reads media. To be smarter consumers,

students need to know how to understand the media they see, read, and hear. Ask a volunteer to read

the 3 questions that appear on the Media Awareness Anchor Chart.

4. Tell students that all media is created by a group, company, or organization that is responsible for

creating the media and the content it presents. Ask students to imagine an advertisement they’ve seen

and think about the point of view of the company responsible for the ad.

For example, a sneaker company’s point of view might be that you can’t be a real athlete

without special shoes-their shoes. Ask students to think about whether they agree with the

advertiser’s point of view.

5. Display and read the media example 1: Choco Crunch Cereal. Use the questions in the headings

of the Media Awareness Anchor Chart to complete the first row.

5th Grade Reading 4

6. Display and read media example 2: Time for Kids: A Jumbo Dino (pages 1-3). Use the questions

in the headings of the Media Awareness Anchor Chart to complete the second row.

7. Independent Practice: “Today in groups, I would like you to use the 4 examples of media I have

given you to complete the chart in your Reader’s Notebook. The first one is an example of broadcast

media, so we are going to watch this clip a couple of times for you to complete Media Row 1 on your

chart as a group.”

http://bcove.me/kdyaxau7

These are the media examples your students will use to complete their independent practice; they are

included as handouts following the lesson (with the exception of the commercial – it is included as a

link).

Media #1 - http://bcove.me/kdyaxau7

Media #2 – Email Newsletter

Media #3 – “Danger in Desserts?”

Media #4 – Text Message Ad



5th Grade Reading 5

Media Awareness

Media What group, company, or organization is responsible for

the media?

What is the subject of the media?

What is the purpose of the media?

1

2

5th Grade Reading 6

5th Grade Reading 7

5th Grade Reading 8

5th Grade Reading 9

5th Grade Reading 10

Student Product Media Awareness

Media What group, company, or organization is responsible for

the media?

What is the subject of the media?

What is the purpose of the media?

1

2

3

4


Lesson 2 Ad Techniques

Lesson Overview: 5.14B

Text/Resources: Different Types of Media (included in the previous lesson)


BEFORE THE LESSON

1. Create the Media Awareness Anchor Chart with the headings completed, but the rest blank.

Ad Techniques Minilesson Display the Ad Techniques Handout on the SmartBoard.

1. Introduce Ad Techniques: Explain that you will be focusing on one type of media today:

advertisements. Tell students that ads are directed to a target audience – a group of people who will

buy, use, or consume their product. Advertisers create their ads to persuade the target audience to do,

buy, or think something. They also put their ads where the target audience is likely to see them. Ask

students to think about some products that might be targeted to them (video games, cereal). Ask them

to think about other target audiences, such as their parents, and some products that might be targeted

to them (cars, banks).

2. Tell students that advertisers use specific techniques to reach their target. Once students understand

these techniques and how they’re used, they can decide for themselves what they think about the

product.

3. Display the Ad Techniques Handout. Read the definition of each technique aloud and discuss.

4. Further students’ understanding by having them identify the techniques in these examples:

A movie star talks about his favorite food (endorsement)

An ad connects lipstick with a beautiful model (association)

An ad for a fast-food restaurant shows a close-up of a burger (sense appeal)

An ad asks you to go online to learn more (call to action)

An ad for an exercise product promises “amazing results” (hype)

An announcer repeats a product slogan (repetition)

5. Independent Practice: Students will use the ads from the previous lesson and the Ad Techniques to

complete the chart included.

These are the Ad examples your students will use to complete their independent practice.

#1 - http://bcove.me/kdyaxau7

#2 – Email Newsletter

#3 – “Danger in Desserts?” Teddy Bear Ad (included in this lesson)

#4 – Text Message Ad


Student Product Ad Techniques

Ad What audience is the ad targeting? What makes you think so?

What techniques does the ad use?

What does the ad say or suggest about the product

or service?

What does the ad say about the people who buy the

product or service?

1

2

3

4

Lesson 3 Media Formality

Lesson Overview: 5.14D

Text/Resources: Different Types of Media (included in the previous lesson)


BEFORE THE LESSON

1. Create the Media Formality Anchor Chart.

2. Gather 5-7 samples of different types of media.

Email from a friend

Professional email

Text message

Web news story

Newspaper article

Press Release (MISD)

Blog

3. Write the types of media you gathered on sticky notes (example = text message).

Media Formality Minilesson

1. Introduce Media Formality: Explain that different types of media have varying levels of formality.

For example, a text message to a friend would be extremely informal. You might use emojis,

incorrect punctuation and/or spelling because you are not concerned about proper grammar

and conventions. Compare that to an email to your boss. You would want to ensure you use all

conventions correctly. This would be extremely formal.

2. Using your sticky notes and media samples, display the media and determine where it would fall on

the continuum, closer to informal, formal, or somewhere in-between. Place the sticky note

accordingly. Repeat until all you have place all sticky notes on the continuum with the help of your

students.

3. Display the Ad Techniques Handout. Read the definition of each technique aloud and discuss.

Media Formality

Informal Formal

Lessons 4-5 Creating an Ad

Lesson Overview: 5.14A, 5.14B, 5.14C, 5.14D

Text/Resources:


BEFORE THE LESSON

1. In this lesson, students will be creating an ad. They have been allowed 2 days to complete their ad.

Creating an Ad Minilesson 1. Tell students to imagine that they are creating an ad for a cereal. Explain that they need to know the

cereal’s target audience. The cereal maker says its target is space aliens! Ask students: “If you want

the ad to appeal to space aliens, but you don’t know anything about them, what can you do?”

2. Tell students that advertisers often use research to learn about their target audience. They interview

and survey groups of people to find out what they like. Write the following example on the board:

Space Aliens Audience Research

Likes Dislikes

Flying in Space Swimming

Slimy Food Crunchy Food

The Color Green The Color Red

Magazines about Rocket Ships Computers

3. Ask students to create an ad based on this information. Ask: “What’s the better choice – a magazine

ad or an Internet ad?” (magazine) “How do you know?” (The research says space aliens like

magazines and dislike computers.) 4. Tell students to pick an image for their ad. Ask: “What’s a better image – an alien flying in space or

an alien swimming?” (flying in space) “Why?” (It will appeal more to the audience.) “What color

should the ad be? (green) “Why?” (Aliens like green.) 5. Write these words on the board: slimy and crunchy. Ask: “Which word would be the best word for

the ad? (slimy) “Why?” (Aliens like slimy food.) 6. Ask students to think about where the ad should appear. Choose from these magazines: Swimmer’s

World, The Earthling News, and Rocket Ship Weekly. 7. Independent Practice: Distribute copies of the Create an Ad Handout and give out pens, markers,

and extra paper. Divide students into 4 groups and think of a different product for each group to

advertise (such as sneakers, snacks, or toys). Tell students to start by reviewing the chart in Part 1.

Instruct students to use this information to choose the audience that best fits their product. 8. Have students present their completed ads to the class.

Create an Ad!

You’ve been asked to create a magazine ad for a new product. Use this sheet to help

your group make an ad that will reach the right audience for your product.

Product name:

Part 1: This research gives you profiles of three different types of people. Use the

information to choose which type of audience might like your product.

Part 2: Choose the techniques that you will use in your ad:

Part 3: Make your ad! Use a separate piece of paper to create

your advertisement. Make sure you include information

that describes the product.

Part 4: Decide where you will place the ad and explain why.

Kids at heart

Like makingtheir own food

Follow theirown path

Coach sports Must look

sharp Love to laugh Always rushing

Need to move

move

Look for

The family

Love keeping

up with friends Need music

to focus Pamper

themselves when they can

Play in a band

Obsessed

with games


Lesson Objective & TEKS Procedure

6 +

TEKS: 5.1A, 5.9A

Obj: We will read independently for

sustained periods of time and produce

evidence of our reading.

Product: I will read independently for

sustained periods of time and produce

evidence of our reading.

Focus: Novel Study

Text: Sets of Grade-Appropriate Novels


Lessons 6+ Novel Study

Lesson Overview: 5.1A, 5.9A

Text/Resources: Sets of Grade-Appropriate Novels

Approach:

BEFORE THE LESSON

Gather several sets of grade-appropriate novels for groups of students to read for the remainder of the year.

Use Anchor Charts and Handout from Block 1: Fiction to select and/or create responses/activities for students

to complete as they read.

These responses will serve as talking points when they meet with their Novel Study Group.

Novel Study

1. Using the novels you have gathered, allow students to select which book they would most like to read,

and group your students accordingly.

2. Guide students in pacing their daily reading so that they will complete the book by the date you

determine.

3. Each day, students will read the selected novel, complete a response/activity, and meet with their

Novel Study group as time allows.

Block 9: Media and Novel Study - midlandisd.net 9: Media and Novel Study Lesson Objective & TEKS...

Documents

Transcript of Block 9: Media and Novel Study - midlandisd.net 9: Media and Novel Study Lesson Objective & TEKS...