Daniela Pinto

LAE4863 TIU
July 24, 2014
Dr. Shelbie Witte
Florida State University










Creating Digital Advertisements
Purpose/Rationale: The purpose of the unit is to explore the role of media advertisements in
society after reading the novels Brave New World by Aldus Huxley and 1984 by George Orwell.
This unit is designed for an 11
th
grade English class. Students have already read the two novels
and are focusing on technology and the media for this unit. Students will learn to analyze
elements of advertisements, and create their own digital advertisement as a final project to
present to the class. This unit incorporates technology by having students create a digital
advertisement using Glogster or create a video no longer than 2 minutes using YouTube.
Students are familiar with this program and can easily navigate it. As stated previously, students
will also be presenting these projects using the class projectors which they are also familiar with.
For homework, as they do every other day, students will find a current event that is interesting to
them, or relatable and write about it in their class blogs on WordPress.
Common Core Standards:
CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.4
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze how an author uses and refines the meaning of a
key term or terms over the course of a text
CCSS.ELA-LITERACY.RI.11-12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or
argument, including whether the structure makes points clear, convincing, and engaging.
CCSS.ELA-LITERACY.RI.11-12.6
Determine an author's point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the power, persuasiveness or beauty of
the text.
CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience
ISTE Standards:
1. Creativity and innovation:
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities
2. Digital citizenship:
a. Advocate and practice safe, legal, and responsible use of information and
technology.
b. Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
3. Facilitate and inspire student learning and creativity:
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems
using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students
conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with
students, colleagues, and others in face-to-face and virtual environments
4. Model digital age work and learning
a. Demonstrate fluency in technology systems and the transfer of current knowledge
to new technologies and situations
b. Collaborate with students, peers, parents, and community members using digital
tools and resources to support student success and innovation
c. Communicate relevant information and ideas effectively to students, parents, and
peers using a variety of digital age media and formats
d. Model and facilitate effective use of current and emerging digital tools to locate,
analyze, evaluate, and use information resources to support research and learning
Objectives: Students will be able to:
Determine the importance of media and technology in society by discussing the two
novels.
Discuss controversial issues that relate to society and the novel with maturity.
Analyze advertisements and identify their connotations.
Create digital advertisements using Glogster or YouTube in groups.
Present their digital advertisements to the class.
Materials:
Brave New World by Aldus Huxley
1984 by George Orwell
Class laptops
Projector
Advertisements
Pen/Paper
Digital cameras
Day 1: Compare/Contrast
Anticipatory Set: This class will begin by comparing and contrasting Brave New World and
1984. This will refresh the students minds on the novels and help them prepare for further
discussion.
Tick/Tock: 55 Minutes
Time Students Will Teacher Will
Anticipatory Set
(15 minutes)
See above See above

Introduce the unit
(10 Minutes)
Discuss the differences and
similarities between the uses
of media/technology in the
two novels.
Introduce the unit by asking
students to discuss the
differences and similarities
between the uses of
media/technology in the two
novels.
Group discussions
(15 Minutes)
Brainstorm a list of how
technology and the media
influence them on a daily
basis in groups.
Break students into groups and
ask them to brainstorm a list
of how technology and the
media influence them daily.
Closure
(15 Minutes)
See below See below

Closure: Students will present their lists and discover what the media and technology effect the
most in their daily lives.
Homework/Follow-up: Find an article on how technology is changing society today and what is
in store for the future. Connect the article to one of the two novels discussed in class.
Day 2: Who Said What?
Anticipatory Set: Using the poll everywhere tool, students will write about their thoughts on the
articles they found for homework. This is for students to become familiar with poll everywhere
and also connect their homework to the lesson. Ask students to elaborate their answers
voluntarily.
Tick/Tock: 55 Minutes
Time Students Will Teacher Will
Anticipatory Set
(10 minutes)
See above See above
Same story, six different ways.
(20 Minutes)
Watch a short video of a news
report in groups. Students
must discuss the tone and
connotation, who is portrayed
negatively/positively, what is
their view on the issue: do
they agree/disagree, or have
some suspicion of the report.
Students must also elaborate
on their answers to these
questions.
Assign videos to the 6 groups
of students (1 per group). Ask
the students to watch the video
of the news report and discuss
the tone and connotation, who
is portrayed
negatively/positively, what is
their view on the issue: do
they agree/disagree, or have
some suspicion of the report.
Students must also elaborate
on their answers to these
questions.
Reveal the different
perspectives
(15 Minutes)
Reveal their perspectives on
the story and watch each video
to note the differences and
similarities between them.
Have students reveal their
perspectives and play each
video in order for students to
note the differences and
similarities between them.
Closure
(10 Minutes)
See below See below

Closure: Students will discuss how the tone of the news can affect the way the public views an
issue. Ask students: Why is this important? How does this relate to the novels?
Homework/Follow-up: Find the same story on two different news websites and blog about the
similarities and differences between them. Also note the tone of the articles. How does it make
you think about the issue?
Day 3: Analysis
Anticipatory Set: Analyze an advertisement together as a class so students know what to look
for when analyzing one on their own. I will do this on the overhead projector and make a list on
the board of the things the students can find in an advertisement. The students will also be placed
into five groups to analyze the advertisements.
Tick/Tock: 55 Minutes
Time Students Will Teacher Will
Anticipatory Set
(20)
See above See above
Advertisement Analysis
(20)
Get into groups to analyze an
advertisement in order to
study its message, purpose and
intentions. They must
highlight its physical elements
such as color and text as well
as symbolism or hidden
messages that may be present
in the advertisement.
Answer questions and help
students when they need it.
Closure
(15)
See below See below

Closure: Students will present their findings to the class by using the projector and have
discussions about the messages certain advertisements deliver on a voluntary basis.
Homework/Follow-Up: N/A
Day 4: Work Day!
Anticipatory Set: Introduce the project and ask the students to choose one or two people to
work with.
Tick/Tock: 55 Minutes
Time Students Will Teacher Will
Anticipatory Set
(5 Minutes)
See above See above
Overview of video
(45)
Create digital advertisements
for Soma tablets in groups of
two or three people. Students
must choose a tone for the
advertisement: lust,
happiness, rebellion, or fitting
in. Students can record an
advertisement and place it on
YouTube or create one on
Glogster.
Provide assistance for the
students who need extra help
working Glogster or video
cameras.
Closure
(5 Minutes)
See below See below

Closure: Open the floor to questions or concerns the students might have concerning the projects
or the unit.
Homework/Follow-up: Work on the projects.
Day 5: Presentation Day!
Anticipatory Set: Remind the students to be respectful and mindful of others and remind them
to do their best. Also demonstrate how to use the projector once more before the students start to
present.
Tick/Tock 55 Minutes
Time Students Will Teacher Will
Anticipatory Set
(5 Minutes)
See above See above
Presentations
(45 Minutes)
Present their digital
advertisements in groups.
Grade students according to
the rubric. (See Appendix)
Closure
(5 Minutes)
See below See below

Closure: Prepare students for the next unit and congratulate the students on a job well done.
Homework/Follow-up: Write in blogs about the project, your group, and how you think you
performed.
Informal Assessment: Participation, and maturity will be observed.
Formal Assessment: Students will be given points for every blog entry, class attendance, and
the project according to the rubric.
Unit Accommodations: Students with disabilities will be accommodated per their IEP. This can
include, having prioritized seating for students with visual or auditory disabilities, extra help on
lessons, repetition or extra clarification, larger print handouts if needed, easy access to the
classroom door and class dictionaries for English Language Learners. Most of these lessons are
group work which is beneficial for the ELL students and the low performing students whom are
paired with high performing students.
Citations:
Christopher, T. (2014, May 15). Heres How The Media Covered The Same Story In 6 Different
Ways. Retrieved from thedailybanter: http://thedailybanter.com/2014/05/heres-how-the-
media-covered-the-same-story-in-6-different-ways/
Huxley, A. (1932). Brave New World. London.
Orwell, G. (1949). 1984. London.
SpyreStudios - Design and Development Magazine. (2014). 30 Hilarious Print Advertisements.
Retrieved from SpyreStudios - Design and Development Magazine:
http://spyrestudios.com/hilarious-print-ads/