Rationale:

The purpose of the lesson is

for students to identify the
different purposes of media.
Materials/Equipment:

Scavenger Hunt Answer

Sheet
Assorted media examples:
(Magazines, Newspapers,
Mailers, Flyers, Cosmic
Books, DVDs, CDs,
Video Games, Picture
Books, Textbooks)
iPad
Pencil
Clipboards
Smartboard
Whiteboard/Dry Erase
Markers
Magnets/tape
Overhead projector
Source:
Lambert, N. J. (2015, January
16). Main menu. Retrieved
September 24, 2016, from
http://borchardtlibrary.edublog
s.org/2015/01/16/2nd-grademedia-literacy/
Calarco, D., Gannett, J., Laor,
A., Raviv, E., Shochot-Reich,
E., & Shillo, R. (2009).
Activity 2 : Four Main
Purposes of Media Community ... Retrieved
October 20, 2016, from
http://ckg.runckc.org/Home/M
odule-III--MEDIA-TECHNOLOGY/session3/acti
vity-two-four-main-purposesTEKS Achieved:
of-media
110.13(b)(16)(A)
Blooms Taxonomy:

Knowledge/Remember
Learning Styles:
Auditory
Kinesthetic
Interpersonal

Visual/Spatial
Verbal/Linguistic

Media: Informative or Entertainment

Submitted by: Kathy Roark
Course # 1301 for Grade Level(s) 2nd Subject English Language Arts & Reading

Objectives/Outcomes:
TSW identify the purpose of media examples, whether expressive,
educational, persuasive or entertainment based while completing a scavenger
hunt in small groups.

Lesson Plan:

Introduction (Anticipatory Set/Motivation):

1.

At the beginning of the lesson start passing out to each student an

example of media that falls into one of four media purposes categories:
Express, Educate, Persuade, or Entertain. (If this lesson is at the start
of school, have the examples already on each students desk, so they
come in to find it.)
2. On the whiteboard draw out four large boxes and label each box as
follows: 1. Express, 2. Educate, 3. Persuade, and 4. Entertain.
3. Ask the students to bring their media example, ELAR notebooks, and a
clipboard if they need it, as well as a pencil or writing utensil to the rug.
Process:
1. Once all the students are settled on the rug ask the students to tell
you about the media they have in their hand; allowing one or two
children to show and explain what they already know about their media
example. Make sure to point out any key vocabulary or concepts that
relate to the lesson at hand.
2. Explain to the students that there are four primary purposes of media
and that many types of media will have more than one purpose. Define
each category for them, making sure to write out the definition under
the appropriate label on the whiteboard.
a. Express an opinion or point of view
b. Educate through factual content and information
c. Persuade viewers and listeners to buy a product or think a
certain way
d. Entertain an audience, as in video games or movies
3. Ask the student to copy the note from the board into their ELAR
notebooks. Remind them to be making notes about each purpose as the
conversation continues because that information might come in handy
later during their activity.
4. Then, ask the students to look at their media example again.
a. Have you learned anything new about your media?
b. What purpose do you think your media belongs? Remind them
that media can have more than one purpose, but you would like
them to think about which category the media is most closely
related.

c.

Classroom Strategies:

Cooperative Groups
Hands-On
Technology
Simulation
Whole-group
Pairing
Independent Activities

5.

6.

7.
8.

9.

Ask: How does it make you feel? Ask the students to take 1
minute and turn to a neighbor and discuss their responses. Then
allow for a few students to offer their thoughts about their
media to the entire class.
d. Ask: What does it make you think? Ask the students to take 1
minute and turn to a neighbor and discuss their responses. Then
allow for a few students to offer their thoughts about their
media to the entire class.
e. Ask: Is it the form of the media, or the function, or the
combination that is more powerful? Ask the students to take 1
minute and turn to a neighbor and discuss their responses. Then
allow for a few students to offer their thoughts about their
media to the entire class.
i. Form: Are you draw in by the colors or graphics? Does
the music set the mood?
ii. Function: Is the message clear? Who is telling the
story?
Now, have the students, individually or in small groups, go up to the
whiteboard and place their media underneath the purpose they believe
it belongs to the most. Then have them return to the rug. Remind them
to make a note of which media they had as they will need to know it
later in the activity. (Record, if you can, which student had which media
or pre-assign the media examples out to the students.)
Look at the board and make sure that each purpose seems balanced in
some examples. If they are not and are only slightly off from one or
two examples, you can move forward but if they are way off, ask the
students to look again at their media example and make sure that their
example is placed for the purpose they intended to be. Each media
group should be equal, or as close to equal, as possible.
Pass out the Scavenger Hunt answer sheet to each student based on
the group they placed their media example underneath.
Read the following instructions out loud:
a. One student from the group will collect an iPad from the
technology center.
b. Using the Eventzee app, students will need to enter their group
code found on the Scavenger Hunt answer sheet.
c. The Scavenger Hunt is going to ask students simple questions
like Find one EDUCATIONAL media example that we have used
this week? They will then use the iPad/Eventzee app to take a
photo of the item, press next, and move to the next question.
d. There are 12 questions (3 questions per section) to answer.
They are not in order. Not everyone will have the same answers.
e. Do a walk through an example of opening the app, entering the
group code, and answering a Scavenger Hunt question with the
iPad and overhead projector so that each student can see
exactly what their group needs to do.
Remind students that this activity is a Scavenger Hunt, so working
quickly (being the first done), quietly (talking softly to not give away

10.

11.

12.
13.
14.

15.
16.
17.
18.
19.
20.

21.

answers to other groups nearby), and accurately (missed, skipped,

incorrect or incomplete answers will be counted) is important.
Ask the students if they have any questions regarding the media
purpose or their activity. When all questions are answered, dismiss the
students into groups based on the purpose they placed their media
example under. Therefore, all the students who put their media
example under Express are in the same Scavenger Hunt group, and all
the students who put their media under Educate are in the same
scavenger hunt group, etc.
While students are working, walk around the room offering assistance
to those who need it and conduct observational assessments of all
students comprehension of the task.
Allow students to work in their groups for about 20 minutes, giving a 5minute warning before time is up.
Ask the students to return to the rug with their answer sheet after
the allotted time.
Ask the students to look at the media examples they posted on the
board before the activity and ask:
a. Are the examples all still located in the correct purpose? As a
class, allow students to answer. If a student says, NO, ask
them to tell you which one is wrong, why its wrong, and where
the example belongs?
Go through each media posted on the board and provide 1 point for
every correct answer.
Then, open the result of the Eventzee app on the smartboard.
Review each teams pictures and where they labeled the media.
For each team, add the scores from Eventzee to the points already on
the board.
The team with the most points receives a reward (like tickets).
Ask the students, How does todays lesson impact your
understanding? Then, have them turn to a neighbor and discuss for a
minute. Allow a couple of students to offer their answers up to the
entire class.
Have students turn in the completed answer sheet to the basket.

Homework/Practice:
To further the students understanding and help make real world connections,
the students will find one example of each media purpose in their home
environment and bring it to school. (Examples a magazine, a book, a jingle, an
advertisement, etc.) It can be a physical item or just a picture of an item.

Accommodations:
Accommodate students with a learning disability will receive the following:
1. Extra time complete the assignment.
2. Paired with a peer in their group that assist with note-taking/writing
portions.

Assessment/Evaluation:

Assessment The following steps are assessments used throughout the

lesson to evaluate the students understanding and comprehension.
Step 4 Assess for understanding by asking higher order thinking
(HOT) questions.
Step 5 Assess by observing for students understanding as they
place media on the whiteboard.
Step 11 Observe/listen for understanding as students are working
in groups.
Step 20 Assess for comprehension by asking HOT questions.
Evaluation The formal evaluation is based on the completion of the
answer sheet

Resources used to create this lesson (APA)

Calarco, D., Gannett, J., Laor, A., Raviv, E., Shochot-Reich, E., & Shillo, R.
(2009). Activity 2: Four Main Purposes of Media - Community ...
Retrieved October 20, 2016, from
http://ckg.runckc.org/Home/Module-III--MEDIA-TECHNOLOGY/session3/activity-two-four-main-purposes-of-media
Lambert, N. J. (2015, January 16). Main menu. Retrieved September 24,
2016, from http://borchardtlibrary.edublogs.org/2015/01/16/2ndgrade-media-literacy/

EDUC 1301 Lesson Plans Project Assessment Rubric

Student Name: Kathy Roark

Semester: Fall 2016

Levels of Mastery

Standards

Meets or Exceeds All Expectations

Meets Most Expectations

Meets Few or No Expectations

Student
SelfAssessment

1. a. Students know and

understand young
childrens
characteristics and
needs.

Each of the lesson plans is appropriate

for the cognitive, emotional, social, and
physical development of the specified
age group. (6-8 pts.)

Each of the lesson plans is somewhat

appropriate for the cognitive,
emotional, social, and physical
development of the specified age
group. (5 pts.)

Each of the lesson plans is rarely or not

at all appropriate for the cognitive,
emotional, social, and physical
development of the specified age group.
(0-4 pts.)

1. c. Students use
developmental
knowledge to create
healthy, respectful,
supportive, and
challenging learning
environments.

Students lesson plans require active

participation of every student in all parts
of the plans. (6-8 pts.)

Students lesson plans mostly require

active participation of every student in
all parts of the plans. (5 pts.)

Students lesson plans rarely or never

require active participation of every
student in all parts of the plans.
(0-4 pts.)

Students Lessons and

Homework/Practice appeal to diverse
learning styles and to meet the needs of
exceptional learners. (6-8 pts.)

Students Lessons and

Homework/Practice somewhat appeals
to diverse learning styles and to meet
the needs of exceptional learners.
(5 pts.)

Students Lessons and

Homework/Practice rarely or never
appeals to diverse learning styles and to
meet the needs of exceptional learners.
(0-4 pts.)

4. b. Students know,
understand, and use
effective approaches,
strategies, and tools for
early education.

Each of the students lesson plans focus

only on one major objective; all
objectives are measureable. The TEKS
are included for each activity.(6-8 pts.)

Each of the students lesson plans

mostly focus only on one major
objective each; some objectives are
measureable. (5 pts.)

Students lesson plans rarely or never

focus only on one major objective each
and/or objectives are not measureable.
(0-4 pts.)

The lesson requires the learner to

practice each lessons skills based on
the major objective. (6-8 pts.)

The lesson mostly requires the learner

to practice each lessons skills based
on the major objective. (5 pts.)

The lesson rarely or never requires the

learner to practice each lessons skills
based on the major objective. (0-4 pts.)

Students Homework/Practice activities

require the learner to practice each
lessons skills based on the major
objective. (6-8 pts.)

Students Homework/Practice activities

mostly require the learner to practice
each lessons skills based on the major
objective. (5 pts.)

Students Homework/Practice activities

rarely or never require the learner to
practice each lessons skills based on
major objective. (0-4 pts.)

4. d. Students design,
implement, and
evaluate meaningful,
challenging curriculum
to promote positive
outcomes.

Students lesson plan activities

accommodate children with
exceptionalities. (6-8 pts.)

Students lesson plan activities

somewhat accommodate children with
exceptionalities. (5 pts.)

Students lesson plan activities rarely or

do not at all accommodate children with
exceptionalities. (0-4 pts.)

Student wrote lesson plans that include

step by step instructions telling exactly
what the teacher and students will be
doing during each part of the lesson;
lesson plans are clearly written and
could be easily followed by a fellow
teacher or substitute. (6-8 pts.)

Student wrote lesson plans that include

some step by step instructions telling
exactly what the teacher and students
will be doing during each part of the
lesson; lesson plans are somewhat
clearly written for a fellow teacher or
substitute to follow. (5 pts.)

Student wrote lesson plans that rarely or

do not at all include step by step
instructions telling exactly what the
teacher and students will be doing
during each part of the lesson; lesson
plans are not clearly written for a fellow
teacher or substitute to follow. (0-4 pts.)

5.c. Students engage in

continuous,
collaborative learning to
inform practice.

Student clearly identifies and uses

credible professional, Internet, and
library research; sources are cited in
APA style. (7 pts.)

Student clearly identifies and uses

credible professional, Internet, and
library research; sources not cited in
APA style. (4 pts.)

Student does not identify and/or use

credible professional, Internet, and
library research sources. (0-3 pts.)

Supportive Skills

Meets or Exceeds All Expectations

Meets Most Expectations

Meets Few or No Expectations

Student wrote one of the required plans.
The other plans are missing. (4 pts.)

16

Student has less than 7 English

mechanics errors. (4 pts.)

Student has more than 7 errors in

English mechanics. (0-3 pts.)

Student has used the lesson plan

template as described in instructions;
some parts are missing. (4-5 pts.)

Student has not used the lesson plan

template as described in instructions.
(0-3 pts.)

Supportive Skill 2:
Applying foundational
concepts from general
education

Student wrote a reading/literature lesson

plan, a math lesson plan, and a lesson
plan on a subject of choice. (16 pts.)

Student wrote two of the required

plans. The other plan is missing.
pts.)

Supportive Skill 3:
Strong skills in written
and verbal
communication
(punctuation,
capitalization, grammar,
spelling).

Student has few to no English

mechanics errors. (6 pts.)
Student has used the lesson plan
template as described in instructions; all
parts are included. (7 pts.)

(8

TOTAL (100 Points Possible):

Professor Comments:

Student SelfAssessment

100

Instructor
Points

Instructor
Points