Name:

Natasha Weber & Brittany Priddle

Cohort: A

Lesson Plan

Lesson Title: Exploring Points of View through a Media Form Grade: 6 Date: Monday, January 18, 2016
Subject/Strand: Media Literacy Unit: Media Forms Location: Classroom Time: (length in minutes): 15min
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)

Students will continue to build their knowledge of media literacy through analyzing a movie poster. Students will work with a partner
or individually and with the assistance of guiding questions they will analyze one movie poster. To conclude students will fill out a self
assessment in order to determine which areas need to be further discussed.

CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)

1.

demonstrate an understanding of a variety of media texts;

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when necessary, has verbs
that are observable & measureable, has realistic number of expectations (1 to 3), have expectations that match assessment

1.5 identify whose point of view is presented in a media text, identify missing or alternative points of view, and, where appropriate, determine
whether the chosen view achieves a particular goal (e.g., identify biases in two different media texts that focus on the same topic or event; evaluate
the portrayal of Aboriginal people in the media)

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)

Today I will learn

to identify the intended audience in media literacy
to identify missing points of view in a media form
to explain the intended goals of media forms

ASSESSMENT and EVALUATION

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess students learning, as well as what
evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand).
I can: identify the intended audience in media literacy
I can: identify missing points of views in a form of media
I can: explain how a form of media achieves or does not achieve the intended goal
Assessment How will I know students have learned what I intended?

Achievement Chart Categories (highlight/circle the ones that apply):

Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)
Assessment Mode

Assessment Strategy and Task for Students-

Written, Oral, Performance

(Write, Say, Do)

What are the students doing to show their learning? e.g.

turn and talk, role play/individual, cooperative, etc.

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Assessment Tool - Instrument used to assess task and

record learning e.g., rubric, checklist, observation sheet,
turn/talk, role play etc.


Assessment As learning -
students will discuss the
media form and then
perform a self assessment to
identify their learning
progress. This will identify
areas that need to be further
discussed.

Students will think, pair, share the identified

media form. They will discuss the three
questions provided and then share with the
class. Teacher will rotate around room to
listen and ask individuals questions. Self
assessment will help identify areas for further
development.

Assessment tool will be a self assessment. The

purpose is for the student to reflect on the progression
of their own learning and convey how confident they
are in their acquired skills. This will allow the teacher
to evaluate if the success criteria is being met and if
students need more information before continuing to
the culminating task.

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have

* examined other media forms such as magazine covers, websites and television commercials
* knowledge of the 5 key concepts of media literacy
* knowledge of the different perspectives taken by a variety of groups

Differentiation: Content, Process, Product, Environment, Assessment/Accommodations, Modifications

E.D will be paired up with B.M who is a stronger student in order to help develop her learning
B.P will work independently because of behaviour, he will still be given the opportunity to share information if he chooses.
S.L will use the exercise ball to help up regulate her mental state.
J.B will use a computer to assist her in completing the assignment. The computer will read the discussion questions as well as the
self assessment check list to her.
Only one row of lights will be turned on, students will be able to choose the best location to work.
Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-
regulation

Vocabulary (for word wall and/or to develop schema)

Point of view
Bias

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

3 movie posters
Self-assessment form
Anchor chart with guiding questions
Learning Environment (grouping; transitions; physical set up)

Students will work in partners to analyze one movie poster and then fill out an individual self assessment to document how their knowledge and
understanding are developing

Cross Curricular Links

Art

Three Part Lesson

Identify what the students are expected to think about or do. Write the lesson description with enough detail that another teacher
could replicate the lesson without a personal discussion.
What Teachers Do:
What Students do:
Minds on: Motivational Hook/engagement /Introduction (5-15 min)

Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 9:00-9:03 (Indicate time breakdown of instructional elements)

Everyone please take a seat at your desks, what media

forms have we been discussing during our media
literacy lessons?

What important features did we discuss when
critiquing previous media forms?

Great! Today we are going to look at movie posters,
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Students enter the class and sit at their desks to begin the lesson.
t.v commercials, websites, magazines

Target audience, colour, perspective
How the audience felt about the message
How gender impacted the translation of the message
What was the intended message


we are going to analyze them with the following

questions in mind:
- Who is the intended audience? Why?
- Are there any missing points of view in the
posters? Who is being missed? Give reasons.
- How does/doesnt the media form achieve its
intended goals? Explain your thoughts

Action: During /Working on it (time given for each component, suggested 15-40 min)

Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: 9:03-9:12 (Indicate time breakdown of instructional elements)

This activity will be done in pairs, if you choose. You
Students will work in groups of two to choose and analyze one of
and your partner, decide which poster you would like
the three posters using the questions provided as a guide.
to analyze. Use the questions we previously discussed

to assist in your analysis, if you need a reminder of the Teacher will rotate around the room and ask questions to
questions, check the anchor chart at the front of the
generate discuss and to assess student knowledge.
class.

Please find your partner and pick a spot to work
Expand conversations when needed, use alternative questions to

generate discuss or spark ideas:
Display the three posters on the smart board
- What do students like about the poster?

- Have they seen the movie? Is the poster misleading or
At this time make sure that E.D is partnered with B.M.
accurate?
Make sure that J.B is headed to his computer work
- Have students expand on their explanations.
station.

S.L is using the exercise ball.

Ensure B.P is working alone and at an appropriate work
station to avoid behaviour triggers.


If class is too loud or starting to act silly, turn a set of
lights off to lower the activity level.


Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: 9:12-9:15 (Indicate time breakdown of instructional elements)

Today we looked at movie posters, please share one of Students take turns volunteering to share 1 or 2 of their ideas
the following success criteria:
from the analysis.
- Identify the intended audience,
Young teens kids
- the missing points of view in the posters
Anyone who likes fiction movies, or has seen any of the
- explain how the media form does/doesn't
Despicable Me movies
achieve its intended goals and why


Someone who does not want to get married, there are no men
Thank you that was wonderful! You all conducted very on the poster and therefore may not want to watch the movie
thorough thoughtful analyses. Now you are going to
because it will be for girls.
individually complete a self assessment. The purpose of
this is to reflect on the progression of your own
Students individually complete the self assessment and hand it in
learning and convey how confident you are in your
before they go outside for break.
acquired skills.
Extension Activities/Next Steps (where will this lesson lead to next)

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Future lessons can be planned around the feedback received from the students self assessments. If there is still a majority
of the class that struggle to understand point of view, another activity can be done during a longer lesson. The next activity
will be the culminating task of the unit, students will make their own movie poster.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

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Student Self Assessment

Check the box that
applies to you

Clarification Needed
More Time Needed
Progressing Well
I need different instructions I am starting to understand I can identify and explain
to be successful.
but need more practice.
my thoughts to a peer.

I can identify the intended

audience and give evidence
to support my answer.

I can identify missing points

of views and give reasons
to explain my thinking.

I can identify the intended

goals in a media form and
describe if the goal is being
achieved or not, with
supporting evidence.

Comments: ____________________________________________________________________

_____________________________________________________________________________
___________________________________________________________________________

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