Daily+Lesson+Plans+S2+2015-16

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Class One Wednesday January 6th Objectives What are the media? What is media literacy? Why should we study the media?

Activities Let's start with a story ... //Goodnight IPad// ...Get to Know You (part of the homework 'poem') - My name is __and if I were a social media platform, I'd be__ ___ because ...__Now let's switch things up! Find a partner whose platform 'overlaps' with yours - what does it say about a characteristic you share? Intro to media literacy. You'll need a few links if you're doing this on your own ... - We may only get to slide 6

1. How are you? (used in the ppt above)2. The intro pages of Potter's // // (read with a partner for an exercise in the ppt) - We may not get to this until next dayKeep track of your  for four days - two school days and two weekend days (and you have until Thursday January 14th - so this upcoming weekend for sure, plus any two of Thursday, Monday, Tuesday, Wednesday).

Be as specific as you can! NO need to do the journal part of it just yet ... nor the follow-up questions. But fill in all the data sections and make bullet-point comments for additional questions on your consumption of specific types of media

Hmwk 1. Introduce yourself to the class. 2. Help me. Please email me (marney.rosen@saschina.org) before homeroom next class. I will reply with a 'got it' email. Please rename the file to include your own name along with the assignment. 3. Work on your 4 day schedule. No need to email this - just bring to class for Thursday January 14th. Remember, no need to do the follow-up questions or the journal yet, and all questions can be answered in bullet form

Class Two Friday January 8

Objectives In the age of media (and new media), does EVERYTHING count as text?

Activities 1. Intro bio poems - let's share some!2. Finish the media literacy (we got to slide 6 last day)3. The intro pages of Potter's (read alone or with a partner for an exercise in the ppt) 4. Come to the centre of the room and move depending on whether your answer is 'yes' or 'no'! (Left side for 'yes', 'right side for 'no' -- how far you move = how strongly you feel something IS or IS NOT a text!)

2 Picture books - are these texts? "[|Good Night, IPad]". Is this a text? Now some more in the ppt: What is a ? Slides include:


 * Tshirt with Einstein’s face


 * Chinese character


 * Darth Vadar Volkswagon commercial without words

In total:

What does a text look like? What does a text do? What does a text require?

Hmwk 1. Download our __ , __ read it and be prepared to comment next day 2. The intro pages of Potter's // // 3. Fill in the  le - do NOT put your name! And do NOT circle gender (although answer the Gender questions) 4. Keep working on your media consumption hmwk - once we have the group results, will be your first assignment.

Class Three Tuesday January 12

Objectives 1. Does a reader profile help you (and others) know how you will 'read' certain (21st century) 'texts'? How might your background (gender, education, religion, socio-economic class, ethnic group, experience) affect the meaning of a text? 2. Can you make a text with no text?!

Activities Activity 1: Reread the reader profile you filled out for homework. Now I will partner you up (without your knowing who your partner is). With your partner’s profile, predict how their profile might affect the meaning of the following texts - **see** ** ** or some of the key texts are below ...

//Sports Illustrated Swimsuit Edition// (below) Chinese Flag //Romeo and Juliet// (Shakespeare play) PSA on drunk driving (Everything’s an Argument) (below)

Now share the reader profiles with your partner and see if they agree with your predictions. NOTE! Even after doing the profile, many people will continue to DENY that their gender/socio-economic class etc affect how they 'read'. Feel free to challenge them if they tell you how they react to a text below is 'just' their 'individual' response!

Identify within any text of you and your partner's choice:
 * Author’s Purpose/Author’s Context
 * Author’s choice of text type and how it adds to meaning
 * Narrator’s purpose (is it the same as the author’s?)
 * Reader’s context/Reader’s purpose

Activity 2

Here is an [|Emoticon TedTALKS]. Now that you’ve thought more about the meaning of ‘text’ and of ‘reader’ for a 21stcentury literacy class, it’s YOUR turn to plan a story using only ‘modern’ / internet-age emoticons! (Read this first, then see the assignment sheet under homework. Note the questions are for discussion only, or as potential prompts when you start choosing your own journal topics)

'Texts'

i

Hmwk Make an emoticon story (see - due Class Five SIXWe'll pick up the media consumption homework next class so be prepared with EXACT numbers

=Class Four= Thursday January 14

Objectives What does our class' media consumption results tell us about the media consumption habits of teens in general? Of teens at SAS?

Activities Class discussion time on media consumption results. What does your group's time look like? The class'?

Fill in these to keep track.

Your of your media consumption (journal assignment) is due __Wednesday.__ Note the assignment on the link says one additional paragraph of data but you will want 2-3. So here are the instructions again:


 * A graph showing class averages for time spent consuming different media, compared with your own personal time spent with different media.
 * Bullet point comments noting patterns, connections, conclusions from the data.
 * __Two-three thoughtful paragraphs__ reflecting on your consumption of the media compared to the class and compared to any statistics we discussed. You should also include some goals for the course and reflections on what media literacy means to you here.
 * Attach your stats from the above sheets to the back
 * *** Here are the [[file:21stcenturyliteracyrosen/chart for media consumption 2B.docx|class' averages]] to compare to your own**

**Work time on either Emoticon project or media consumption journal.**Intro to semester-long. Notice the first journal will be 'taken care of' with the media consumption journal.

Hmwk

Emoticon story due next day WEDNESDAY! Don't forget to add in an AUDIO track to the ppt in case we don't get through all the stories 'live' and allow you to set up a 'gallery' of stories instead. Check out the and ensure you are meeting all criteria!

Read about the semester-long. Your first journal is due Wednesday NEXT CLASS I've linked the class' averages, so you can compare to your own

Journal Entry**

Your first graded journal entry will be a write up of your media consumption data. Please include:


 * A graph showing class averages for time spent consuming different media, compared with your own personal time spent with different media.
 * Bullet point comments noting patterns, connections, conclusions from the data.
 * Two-three thoughtful paragraphs reflecting on your consumption of the media compared to the class and compared to any statistics we discussed. You should also include some goals for the course and reflections on what media literacy means to you here.


 * see rubric on today's [[file:21stcenturyliteracyrosen/Media Consumption survey 2.docx|activity write-up]]**


 * || Excellent/ 95 || Good/ 85 - 94 || Satisfactory/ 78 - 84 || Poor/ 65 - 77 ||
 * A clear and accurate graph is included ||  ||   ||   ||   ||
 * You thoughtfully note connections and patterns ||  ||   ||   ||   ||
 * You reflect meaningfully on the data ||  ||   ||   ||   ||
 * You set yourself realistic and informed goals for the course ||  ||   ||   ||   ||

Note you will need a total of THREE journal entries by CNY break. I will often give you guiding ideas / possibilities / suggestions, but when you write is up to you as long as you have three, on 3 very different aspects of what we have covered thus far, by break. IMPORTANT - you may hand them in as you do them, making it MUCH preferable to 3-at-once on the last day, as that way you get feedback and a mark. ONE will already be done after today's journal assignment, so only 2 left!

Class Five Monday January 18 Objectives To start to learn the 'language' of visual analysis

Activities

COLLECT Journals (unless emailed in) An introduction to skills and strategies used to analyze still images.


 * Jigsaw Reading: //Intro to Picturing Texts// pp 2-19. [[file:21stcenturyliteracyrosen/Intro to Picture This p. 2-10.pdf|Intro p. 2-19]] . Choose one section of the chapter and [[file:21stcenturyliteracyrosen/Picturing Texts 2-19 worksheet.doc|prepare for class discussion]].


 * Also //Picturing Texts// (p. 22-54). Choose ONE term per person and be prepared to become the expert on it.


 * Fill in the [[file:21stcenturyliteracyrosen/Picturing Texts worksheet and field trip updated.docx|worksheet]] and prepare for the field trip!
 * **Pick up an A3 Cinematography sheet for Friday's homework assignment**

**Hmwk:**

**Finish your emoticon story**

Class Six Wed Jan 20 Objectives To share our emoticon stories and justify calling them 'texts' To go over how to engage critically with textsTo share the results of our field trip

Activities


 * Share Emoticon Stories!
 * Share results of the field trip
 * What do both activities tell us about engaging with texts and the new kinds of [[file:21stcenturyliteracyrosen/Screen Shot 2016-01-18 at 10.59.27 AM.png|questions]] we need to ask in order to do so?

Hmwk

- So that we are prepared for next day's class, please go to this cinematography [|site] and read up on different camera angles. Fill in the (paper copy from last class or linked here)!

=Class Seven= Friday Jan 22

Objectives - To begin to learn to 'read' moving image texts (films and TV shows) by understanding their basic codes and conventions.

Activities

1. Codes and conventions of moving images

To most people the word 'code' means a secret way of communicating, which must be cracked (or decoded) so that the hidden message can be understood. Language is a code; literature has codes, such as metaphors, similes, narrative structures. Every medium also has codes and conventions which it uses to create meaning. Last class you learned about some of the codes of still images: balance, unity, proportion etc. These codes can also be applied to moving images, but we more often apply the codes of camera shots, camera angles and editing techniques when analyzing films and tv. Today you will learn some of the codes and begin to consider their effects.

Key Vocabulary For Today:

Types of Shot

Long Shot (also known as the full shot) Medium Shot Close-Up Shot Big or Extreme Close-up shot High-angle shot Low-angle shot Wide shot Establishing shot Insert shot Reaction shot

Sequences

Shot/ Reverse shot sequence Close up/ point of view shot sequence

Go over homework (Using the and the link to the cinematography [|site], identify the types of shot you see on the A3 sheet and label them, including some comment on their effects).
 * Activity One **

With your group, make a short video which SHOWS all the shots and gives some commentary on what they are and what kind of effect they have. Finish for homework! Put on the [|video portal]calling it 21stcenturyliteracycameraangles - your names.
 * Activity Two **

Hmwk - Finish your short video. Upload to the school video portal using your student name and password! Send me an email when this is done. - Work on your latest journal. I have changed it to TWO journal entries minimum in total by the CNY holiday, and you have all already done one about media consumption. So why not do the second (and last) one THIS weekend, when there is so little other homework for the class? (Of course, you may wish to wait for next class, when we do a magazine survey to look for gender stereotypes ... look ahead if you like) Remember, if you are unhappy with this journal mark, you may always __replace__ it with another journal ... but not after the 'final' due date. Be sure you are checking the as you write - for this first journal, you will be 'marked' holistically (for the depth of reflection and analysis) based on the following categories:


 * || Excellent/ 95 || Good/ 85 - 94 || Satisfactory/ 78 - 84 || Poor/ 65 - 77 ||
 * Your topic is definitively named (either a text, a media 'moment', a reflection you have had) and fits with one of the categories ||  ||   ||   ||   ||
 * You go beyond the 'facts' / description of the topic to an analysis of the connections and patterns ||  ||   ||   ||   ||
 * You reflect meaningfully on your growing understanding of media literacy through this topic ||  ||   ||   ||   ||

Class Eight  Tuesday Jan 26

Objectives In this lesson you will think critically about: - the "constructed" nature of media;- how media "re-present" people and events to viewers from a specific point of view; - the importance of equitable representation in media; - the effects of media representation in society; - the role of stereotypes in media and the possible negative consequences of stereotyping.

Activities

**Activity One** Watch our camera angle videos! Can you 'speak' a little of the language of moving images now?

**Activity Two** Go through this and discuss the various questions asked with a partner as we go. The article referred to in the ppt is [|here].

**Activity Three** (Very) Small -scale survey

__ Option One: Magazines __

Take a couple of magazines each. Flick through them, noting:

*The number of pictures of white men and women


 * The number of pictures of black men and women
 * The number of pictures of Chinese men and women
 * The number of pictures of disabled men and women
 * 'Other' races (how condescending!)

Compile a pie chart that shows the numbers in percentages. Draw conclusions from your data. If you have time, analyze and reflect on the WAY in which different groups are represented. (Good possibility for a journal! For instance, how 'Chinese' are the Asian images? How 'black' are the black models? How many times was it 'hard to tell' (mixed races / models who are ethnic but with features associated with being 'white'. Consider also the difference between ads and articles if you like)

__ Option Two: TV Shows/ Film __

In your group, think of five TV shows OR films that you have ALL seen. For each show, with help of this article on the [|internet], work out the number of Black/ White/ Asian characters in each of the following roles:

1. Opening Credits: (Character appears in opening credits sequence and is vital to the plot) 2. Primary Non-Recurring: Character did not appear regularly but was vital to one episode or plot 3. Secondary Recurring: Character did not appear on the opening credits sequence but appeared regularly and contributed to the plot. 4. Secondary Non-Recurring: Character did not appear regularly but played a supporting role in one episode or plot. 5. Tertiary: Character spoke but did not appear regularly and did not move the plot forwards.

Compile a chart that collates your data. Draw conclusions from your data. If you have time, analyze the WAYS in which different groups are represented. (Might make a good journal entry!)

Acknowledgements

Lesson adapted from: Media Awareness Network (www.mediaawareness.ca) Examples added from: Media Studies for AQA by Peter Wall


 * Hmwk:**

Journal if needed! Something from today's class would be easy on which to reflect ...

Class Nine  Thursday Jan 28

Objectives

Think about and discuss issues of representation, authenticity, niche marketing and the economics of the media through viewing 'The Merchants of Cool', a PBS show about marketing to teenagers.

Activities

Watch the documentary and consider the questions on our Merchants of Cool page. We will watch it in '[|chapters]' to break things up (**THOSE AWAY ON APAC, WE GOT THROUGH THE FIRST __FOUR__ CHAPTERS)

Hmwk

-Check out this [|interview with a media critic] for next class ... REQUIRED -Work on a journal if you still need to! OPTIONAL - You have an upcoming on the end of our intro unit. Note many of the options are related to or tied in to today's documentary! (some other options we cover next day ...) Read all about it for class ELEVEN (NOT next class) and get going on it if you want to avoid feeling rushed the days before CNY break! There are lots (and lots) of options which is great ... but can also feel overwhelming if you don't start looking at them now. OPTIONAL

Class Ten Monday Feb 01

Catch-up Activities

Discuss the [|interview] you read for homework. Finish up Merchants of Cool - we have two segments left. Look ahead to our media industry class. Read so we don't run out of time next class. Rest of class to read work on journals or consider choices for the.

Hmwk:

- PLEASE, PLEASE Work on a journal! It is due by next class! (Email or paper copy)

- read about the final if you haven't had a chance yet? Check out the for the various choices as well

=Class Eleven= Wednesday Feb 3

COLLECT JOURNALS IF THEY WEREN'T EMAILED SIGN OUT FEED

Objectives


 * Understand how the media industry works by comparing it to a game with four players;
 * Investigate the ownership of media institutions and make connections between different companies;
 * Investigate the financial role advertising plays in funding media products and relate this to the goals of media companies and audiences.
 * Debate the pros and cons of the way in which media conglomerates influence the industry.

“It is important to remember that media texts are not fortunate accidents and that usually profit is the motive in producing them. The vast array of media artefacts available is not simply the product of circumstance and a few altruistic people. There are undoubtedly some media texts produced by people who feel that they have something to say. However, as a general rule, people with money do not launch a new newspaper or magazine because they feel sorry for our lack of awareness of what is going on in the world. Nor are they concerned that we have too much leisure time. In fact the vast majority of media texts are produced by media institutions to make money.” Rayner & Wall p.153.

With a group of 2 or 3 other students, work to complete the following three ‘centers’: activities which should, considered together, give you a good introduction to concepts of media institutions.

You have 20 minutes to complete each activity. At the end of class, we will spend 20 minutes debating this statement in pairs:

“This house believes that a small group of multimedia tycoons controlling the majority of global media products is a good thing.”


 * Center One: Understand how the media industry works by comparing it to a game with four players. **

Using Potter pgs. 90 – 96 (hand-out), create a poster which shows visually who the four key players in the media “game” are. For each player, show both what they bring to trade, and what they receive in return. Annotate your poster to answer the following questions: What are above and below the line jobs? How do supply and demand influence the amount of money people get paid in different media jobs? How might a media literate consumer monitor their time and money in order to gain more from their media ‘trading’?


 * Center Two: Investigate the ownership of media institutions and make connections between different companies. **

Much of the media (in the US) is in the hands of a small number of multinational companies: Time Warner, Sony, News Corp, Disney & Viacom are some of the largest. These large companies have been formed by horizontal and vertical integration.


 * 1) Read pages [[file:horizontal and vertical integration.pdf|157 & 158 ]]of ‘AS Media Studies’ and explain what horizontal and vertical integration are, and why they result in large companies.
 * 2) Read the paragraph on Fox Entertainment Group (owned by NewsCorp) on pg 158. Look at the list and highlight companies from different countries. How many can you find? Does NewsCorp own companies in every continent of the world?
 * 3) Try to find examples of media companies promoting their own products through different companies owned by the same corporation. Search for music stars and see if their production company is in the same corporation as a newspaper or tv station. Do the different media in the same group work to promote the same star?


 * Center Three: Investigate the financial role advertising plays in funding media products and relate this to the goals of media companies and audiences. **

Read “Advertising is the Engine” in Potter.

Add in Potter’s figures and see if you can find out how they’ve changed in the last 6 years.
 * Money Spent on advertising in different media || 2006 || 2015 (or earlier if you can't find) ||
 * All media ||  ||   ||
 * Television ||  ||   ||
 * Movies & Video ||  ||   ||
 * Newspapers ||  ||   ||
 * Books ||  ||   ||
 * Internet ||  ||   ||
 * Radio ||  ||   ||
 * Magazines ||  ||   ||
 * Recordings ||  ||   ||

Find out online what audience segmentation is and explain how this relates to advertising’s role in the media. Find out online how much is spent on half-time Superbowl ads and explain why this is, referring back to audience segmentation.

Debate**: “This house believes that a small group of multimedia tycoons controlling the majority of global media products is a good thing.” Hmwk - If you want to get ahead:

1. (for which you have TWO class periods to work after break, due the Friday after break - the 19th). Start working on it! Check out the to see how you'll be marked ...

2. Read //Feed// - due 2 weeks after the holiday

=Class Twelve= Monday Feb 15

Objectives Make good use of your work period for your intro project!

Activities 1. Discuss the results of last class before break (posters, and answers). Remember also the question about Superbowl ads? Check out this [|article]! 2. Work period You should be well on your way by the end of today's class!

Homework:

Intro assignment due Friday

Class Thirteen Wednesday Feb 17

ONE MORE WORK PERIOD!

Class Fourteen Friday Feb 19th All intro projects in by today! Objectives To start our Ad Unit, which has the following objectives: How are ads made? What's the history of the advertising industry? What's its future? (Exploring online advertising strategies) How can marketing be used for good? How is advertising exciting and creative? How can advertising be harmful?

Through exploring these questions you will learn more about how to read an ad, make an ad, and critique an ad

For today, we specifically want to look at: what is your initial impression of advertising? and what is the history of advertising?

Activities

1. Speed-date (two circles, one facing in, one facing out) to quick-answer the questions above. 2. Look at the following signs (taken from [|Media] KnowAll ) posted around the room:


 * Advertisements create false wants and encourage the production and consumption of things that are incompatible with the fulfilment of genuine and urgent human needs.
 * Advertising is economically necessary and has brought many benefits to society.
 * Advertising is an irrational system which appeals to our emotions and to anti-social feelings which have nothing to do with the goods on offer.
 * Audiences are completely free to ignore advertising therefore it cannot brainwash people.
 * Advertisements usually suggest that material gain is the only route to social success and happiness.
 * Advertising increases the sales of mass-produced goods and therefore stimulates the economy.
 * Advertising creates jobs and prosperity
 * Without advertising, there would be no television or internet.

With which do you most agree? Go stand under that sign!

3. Scavenger Hunt on Advertising History: With your table friends work together to download the five pdfs below on the history and future of advertising. With 5 people per group, that's 1 pdf file (of two pages) per person. You have 15 minutes to read and take notes ... ONLY THEN can you open up this ! Which team will finish first?



Hmwk: Finish the question set (use a google docs if you like and work on it as a group)

=Class Fifteen= Tuesday Feb 23

Objectives To learn about what a brand is and why they are necessary To 'read' one advert which sells a brand To begin to think like an advertiser: copy, image, logo & slogan.

Activities **Key Vocabulary** Brand (a product with a personality) Brand values (ideas consumers associate with products) Logo (the visual symbol of a product) Slogan (a phrase which represents a product) Associations (the feelings and thoughts inspired by a brand or product)

1. Logos & Children In 2004, and international research study of 'Advertising and Marketing to Children' carried out a survey on 3 year old children. It found that:

*31% of those surveyed could remember having seen the Coco-Cola Logo *69% could identify the McDonald;s logo *66% recognised the logo for Kinder confectionary

Meanwhile, a survey of primary school teachers found that roughly 50% of 4 - 5 year olds could not recognise their own names.

What does this data tell you about: ...the impact brands have on very young consumers? ....the power of advertising? ......the importance of brands for advertisers and companies trying to sell products? .....the importance of the logo and visual images in getting messages across?

2. Watch this clip from [|SuperSize] me. We'll be coming back to it when we look at the techniques used in moving images like documentaries, but for now concentrate on the main message and key features. Do you believe it?

3. Name all the brands you can in 60 seconds. How many? Now I will name some well-known brands and ask you to free-associate (one white board per group of 3-4) -- do we come up with any words in common? What does this say about the power of branding?

3. With a partner - can you recognise the brand? (Doing Ads, p. 17, color photocopy, 'bits' of brand logos, cut-outs laminated) If so, WHY? If not, why not? (What does it say about cultural context and you as the unintended audience?)

4. Now take your logo (Doing Ads, p. 19, color photocopy) and try to describe it to a partner -- use these to help you. What have you learned about the power and importance of brands?

Hmwk Finish reading the first several pages of, to the end of the first paragraph on p. 197. Note this will help you finish filling in any blanks from our intro class on the media industry and where it advertises.


 * Please also go to the inthinking site linked [|http://www.thinkib.net/englishalanglit/], and make sure you can get on:

Username: mmcadam Password: 21stcenturylit

Class Sixteen Thursday Feb 25

Objectives We live in a world of visual stimulation. In the car, on the metro, or strolling through town, we absorb the invitations to look, buy, do, react, often unconsciously. Because we are so accustomed to the barrage of media stimulation that blankets billboards or floats across our screens, we often take for granted our media savvy. Part of becoming more media literate is the ability to identify the techniques used by advertisers to persuade us. These techniques are the tools of advertisers to convince us to buy their product. Once you become familiar with them, you will see them all around you.

Activities

1.  You'll need  from Potter too.

So -- what about the techniques that advertisers use?


 * Let's start with the basics ...

Who is the target audience? What is the message of this ad? How does this ad appeal to the target audience?


 * Now ... what does your group see in this paint ad? (Don't forget the [[file:21stcenturyliteracyrosen/Picturing Texts worksheet and field trip.docx|features of visual analysis]] from our intro unit too)


 * Now a little more advanced

*And what about [|these]? Don't forget: username: mmcadam, password: 21stcenturylit.

If the links below don't work, go straight to this [|page] and access them that way:

Humor (no link) [|Fear] [|Bandwagon effect] [|Shock advertising] [|Conflict] [|Testimonials] [|Problem / benefit] [|Anti-advertising]

Note we are coming back to this page and activities when we hit our Ads for Good lessons next week. For now, just try out some of the clips and see if you can recognize the techniques! If the ads aren't opening, there are more on our Unit 2: Advertising page.

Hmwk

Read this of the same paint ad analysis, largely using the Picturing Text terminology from our intro unit. Add at least 1-2 unique new points based on our growing understanding of techniques specific to ads (and not just visual texts). Put these points on the Paint Ad example page.

Class Seventeen Monday February 29

Objectives Analysing ads for techniques can be fun but it can also be revealing ... especially when you realize how little a lot of advertising has to do with the product itself

Activities 1. Look at additional points about our paint ad 2. Psych and the. 2. Scavenger Hunt (and fill in this too!). Explained below

Using what we've learned about how advertising works over the last two classes, work alone to find examples in magazines or online of AT LEAST ONE each of the following:


 * An ad that hopes you will vicariously enjoy a product through the actors' obvious enjoyment of it
 * An ad that hopes to prompt in you an involuntary conditioned response (a positive emotional connection to the product or brand)
 * An ad that uses social comparison theory by presenting you with a desirable lifestyle to achieve through purchasing something
 * An ad that uses 'puffery' - claims such as 'best ever' or 'new and improved' that sound good but don't actually mean anything and are most useful to advertisers because they can't be proved untrue
 * An ad that focuses on a physical feature or features of a product
 * An ad that focuses on a functional feature or features of a product
 * An ad that focuses on a characterizational feature of a product
 * An ad that uses anti-marketing marketing
 * An ad that uses celebrity appeal
 * An article or feature which isn't supposed to be an ad at all yet is heavy with product placement

Put a stickie on any ad in the magazines, and write down the url for anything you find online. Now discuss and share in groups of 5. If there is time, come back back to the entire class with the best observations too.

We'll be looking at more negative techniques as we get into our Gender in Media unit! (Or maybe we'll start today, depending on time!)

If there is any time left, consider the upcoming assignment, your own ad analysis, due __next__ Tuesday. You may choose to present this assignment 'live' (max 6 people per class), tape it for me and put it on the portal, __or__ write it up. Length = MAXIMUM 3 minutes or 1.5 pages. Ensure you check out the so you know how you will be marked.

*NOTE: If you are not feeling very creative, you may wish to show off some new, quite sophisticated info you are willing to learn on the topic instead. Read pp 31-47 of Media Studies and answer the -- that can replace your ad analysis!

Hmwk You have an ad analysis due __next__ week. You may choose to present this assignment 'live' (max 6 people per class), tape it for me and put it on the portal, or write it up. Length = MAXIMUM 3 minutes or 1.5 pages. Ensure you check out the so you know how you will be marked

*NOTE: If you are not feeling very creative, you may wish to show off some new, quite sophisticated info you are willing to learn on the topic instead. Read pp 31-47 of Media Studies and answer the -- that can replace your ad analysis!

=Class eighteen= Wednesday March 2

Objectives

How do we know what we know? Logic is one way. Advertisements try to appeal to our sense of logic, so that we buy into a brand or purchase a product. When studying ads we often ask" 'what are the advertisers //really// saying?' In order to read between the lines, we often use reasoning. Take for example this Volvo ad which reads, "Cages save lives." While there is no image of a car, we somehow know that the advertisers are trying to sell us one. We fill in the blanks: 'If cages save lives, and Volvos are built like cages, then Volvos must save lives." How do we come to this conclusion? In this lesson we will look at the reasoning behind ads. This reasoning, as we will discover, can be quite flawed and very implicit.

Activities 1.
 * [[image:21stcenturyliteracyrosen/trojan.jpg caption="trojan.jpg"]] ||
 * trojan.jpg ||

Go to this [|inThinking site] (never mind that it's for IB Lang-Lit ... it's fantastic!). We will complete the inductive vs. deductive activity and the syllogisms activity. If you need to log in the info is as follows: username: mmcadam Password: mrosen

2. Work time for your ad analysis

Hmwk

Work on your ad analysis. Due Tuesday March 8th. Here's the again.

NOTE: you are looking to use THREE types of language: 1. terminology we learned during our field trip of, 2. terminology associated with media analysis (appeals to fear, humor, emotion, logic, bandwagon effect, use of shock and conflict, problem-benefit. See in-thinking, classes 29 and 31), 3. terminology associated with psychology and audience function (see class 30). Two ppts will help you too - basic audience (slides 7-9) and  terms.

Remember, you may choose to present this assignment 'live' (max 6 people per class), tape it for me and put it on the portal, or write it up. Length = MAXIMUM 3 minutes or 1.5 pages. Due Mon WEDNESDAY. *NOTE: If you are not feeling very creative, you may wish to show off some new, quite sophisticated info you are willing to learn on the topic instead. Read pp 31-47 of Media Studies and answer the -- that can replace your ad analysis!

= Class nineteen = Friday March 4


 * Objectives**


 * Can you be done FEED by next Thursday??**


 * Work on your ad analysis - it's due next Tuesday, START of day but I'd love it before then if you have it!**

Homework**

Ad Analysis

= Class twenty = Tuesday March 8

Objectives

Make sure you know your lit circle role and questions for - and be prepared with notes! What are guerilla ads? What are 'ads for good'?

Activities

*Guerilla ads. While the purpose of advertising is quite clear, i.e. sell a product or idea, the ways in which advertisers can influence their audience are abundant and multi-faceted. This lesson explores the wonderful world of 'guerrilla' and 'ambient' advertising. If you are not familiar with the concept, it is quite simple: guerrilla and ambient advertising involve the unique placement of unique ads, which makes their meaning dependent on the physical context in which they appear.

Start by looking at them ... but we'll be going quickly! Now go through the ads with a partner to fill in this. Then check out the [|site] for the answers! (You'll need to log in: mmcadam, password: 21stcenturylit)

* Can ads really be for good? Go back to the ads we examined on [|InThinking] to consider techniques of ad creation. Look at them again but this time to consider the following questions:


 * 1) ** Can advertising change the world for the better? If so, how can they do this? **
 * 2) ** Do advertisers have a responsibility to promote social progress? **
 * 3) ** How have advertisements changed in the past 10, 25 or 100 years? What does this say about this history of mankind or the progress of a nation? **


 * So that is ads dependent on context. Now what about ads for 'good'? How have they changed? **


 * Can you tell what this ad is for - []
 * Samsung – Sport doesn’t care who you are - []

Compare to this old campaign to save electricity: [|MTV campaign]


 * [[image:21stcenturyliteracyrosen/MTV switch image.jpg caption="MTV switch image.jpg"]] ||
 * MTV switch image.jpg ||

Hmwk

Find an 'ad for good' to share next day!

=Class twenty-one= Thursday March 10

FEED discussion! is how I will assign you a mark:.

Homework:

Find out what you can about the basics of the American political campaign and specifically Trump's role. We are going to be examining whether reporting the news can actually CREATE news and not just announce it, so you need to know the case study in question!

Class twenty-two Monday March 14

Objectives Finish up media for good Start examining: how does the reporting of news actually CREATE news?

Activities

1. Share the rest of the ads you found for 'good'. Look at others from past years on our Media for Good page. Consider which of the following techniques get used:

[|Analogy] [|Use of celebrities] [|Generalizations] [|Appeal to fear] [|Appeal to authority] [|Equivocation] [|Bandwagon] [|Slogans]

Compare to this old campaign to save electricity: [|MTV campaign]



2. What did you find out about the American political campaign? Is it enough to answer the following questions:

1. Who is left in the running for the Democrats? For the Republicans? 2. What happened at the Trump Chicago rally over the weekend? 3. What are some of the controversial comments Trump has made over his campaign? 4. Why do Trump critics call him a "disruptive force in the political and cultural rhetoric of the campaign"? 5. How, according to political analysts, has Trump tapped into a discontent in the US? 6. When the political campaign is being covered, what other news is NOT being covered? 7. According to a recent Times article, "Trump has drawn 43 percent of all GOP [Republican party] coverage on network news this year". Discuss some of the media benefits and drawbacks to a contentious figure like Trump being in the race?

These kinds of questions will help guide us as we decide together if the media can create news as well as report it -- a question that has never been as important in the Western world as it is at the moment. In the end, we will use this to look at some of the coverage in detail


 * Homework**:

Find out how the rise of Trump was unforseen by the experts AND the media. How did the media treat his initial announcement to run? Let's divide up who finds out what:

Conservative news reporting (Fox News) Liberal news reporting (CNN, Huffington post) International perspective (newspaper or TV) Satirical sites/shows (late night, The Onion) social media

Consider these kinds of questions in advance of our tracking of the current story:

What perspective does the source take? Does the source use particular words that reveal their political or moral opinion? Can you tell what the journalist(s) think of Trump? For example, are they sympathetic? If the account is satiric, against whom is the satire aimed? If it is a social media site, how deep or shallow an understanding of the issue is portrayed? Does your source seem to have an agenda or purpose conveyed in the way they report the story? What type of experts or people on the street are interviewed or quoted in news stories? Is anything missing from the reports - for example a particular perspective?

=Class twenty-three= Wednesday March 16

Objectives What is important in how news gets chosen? Are our news media giving us the news we need?

Activities

1. Start with this. Discuss the questions as needed.

2. Are our news media giving us the news we need?

What is the future of the news media?

Today we will discuss these questions as if we were a TV Panel News Show. You will take on a role on the panel or in the audience; your job is to communicate your opinions on the news media.

Part One: Reading

You have 30 minutes to read the materials related to your role. You can divide them up between your group, but if possible it would be better to read them all.

Make sure you know your role before you start reading, and make careful notes on points that will help you in your arguments.


 * See "Doing The News" p. 119 for roles.**

__***ALL students read p98 & 99**__

Reading for each role:

All "Doing News" pages are Media Studies are the textbooks

The old news hounds


 * Doing The News pg 103 – 107**


 * Doing The News pg 98 – 99**


 * AS Media Studies pg 276/7**

The online news reporters


 * Doing The News pg 108 – 111**


 * Doing The News p 115 – 117**


 * As Media Studies p 5 – 9**

The anchor persons


 * Doing The News p 110 – 113**


 * Doing The News p 114 – 117**

The bloggers


 * Doing The News p 108 – 111**


 * Doing The News p 115 – 117**


 * AS Media Studies p5 – 9**

The rolling news team

Doing The News p 108 – 111

Doing The News p 112 – 114

Doing The News p115 – 117**

We'll decide together who will play what role. Then our simulation – 20 minutes: Try and stay in role! Heated arguments are a good thing, but keep it polite!

(IF TIME) 2. Given how few of our students likely get their news in traditional form, what is the difference between reading in a newspaper and reading online? Read ‘ ’ (ignore from '5 Ways on). Look at the comparison chart (page 1) with a partner. Is there anything you could add? On page two of the handout, read the ‘expert’ findings on reading online. Does it confirm or contradict your own online reading experiences? Do you find you read differently from the ‘norm’?

Hmwk:

1. On the last slide of the powerpoint. Find a partner, agree on a time to watch the news on TV (a different station each) and fill in the. You'll compare next class. A reminder of what you are looking for ... the lead story and its topic
 * the number of stories in the newscast ||
 * the average length of a story ||
 * the subject matter of each story ||
 * the number of international stories ||
 * the number of national stories ||
 * the number of local stories ||
 * the order of the stories ||
 * the number of commercials ||
 * the time devoted to sports ||
 * the time devoted to weather ||
 * the age, gender, race, and tone of the newscaster ||
 * the intended audience demographics ||
 * the language used to describe events ||

=Class twenty-four= Friday March 18

Objectives Are all news reports the same? What factors change the way the news is packaged and sold?

Activities

I. Read this with a partner, working your way through the discussion questions (bullet form notes) and filling in the charts as you go! Notice the stories to which they refer are OLD but the theories remain relevant.

2. When you get to the bottom of page 3, share your responses with another pair.

3. When you get to the second chart (on the fifth page), share with them again.

4. Discuss one final time at the end of the packet, in terms of what the different news coverage on the smacking story suggests about the newspapers in question.

5. Now apply the theories to the news coverage of the American political campaign and the rise of Trump. Which help explain why he gets the coverage he does? (NEXT DAY when all those absent are back!)

Note you have the entire class to finish this packet -- which means I expect good answers to the question.

II. Time to discuss with your partner what similarities and differences you found with your news viewing last day. How can you explain discrepancies? Come back as a class and share observations. How much difference do you think a news report makes to our understanding of an event? Have you ever heard a ‘version’ of something that made you want to verify or get a second ‘opinion’? Or do you largely trust the news you hear / read without much thought to its source?


 * Homework: **


 * If you missed today's class, make sure you do the CLASS work AND the homework!

Fill in this over the weekend with the latest news on the American presidential race. Let's keep the same perspectives you were assigned Monday (satiric, social media, conservative, liberal, international)

= Class Twenty-five = Tuesday March 22

Continued from last day:

1. Debate from perspective of old news hounds, news anchors etc. from Wednesday's class

2. apply the theories from last class to the news coverage of the American political campaign and the rise of Trump. Which help explain why he gets the coverage he does?

3. Time to discuss with your partner what similarities and differences you found with your news viewing homework from Wednesday. How can you explain discrepancies? Come back as a class and share observations. How much difference do you think a news report makes to our understanding of an event? Have you ever heard a ‘version’ of something that made you want to verify or get a second ‘opinion’? Or do you largely trust the news you hear / read without much thought to its source?

4. Weekend homework re: The american presidential race

Hmwk SENIORS - this is for TUESDAY after the break! Juniors, you may do it for homework and then do your own thing next class, OR come to class and complete it then!

You'll need these -- or should I say three versions of the SAME story. Go through the different versions three times looking at three levels. You'll need these.


 * 1) Fact vs Opinion (with a focus on language.) Fill in the first chart. Discuss not only what you find but what you would not have thought were it not for the chart
 * 2) Structure and format of a newspaper (with a focus on visual layout). Fill in the second chart. Same question as above!
 * 3) Look one final time at one report only: NewsWeek. Fill in chart 3. What conclusions could someone make if this was the only report s/he read?

=Class Twenty-six= Thursday March 24

Seniors are all gone! Kai, Calvin and Alan, if you did the homework, you may work on whatever you like. Otherwise, do the three story assignment now.

HAPPY MARCH BREAK!

=Class Twenty-seven= Tuesday April 5

A. You should be done with these -- or should I say three versions of the SAME story, and these.

You will HAND these in:


 * 1) Fact vs Opinion (with a focus on language.)
 * 2) Structure and format of a newspaper (with a focus on visual layout).
 * 3) NewsWeek, chart 3. What conclusions could someone make if this was the only report s/he read?

Discuss what conclusions you have reached.

B. Update on American political campaign?

C. Now the fun begins!

** For the next two classes, you will take on the role of a newsroom member and make a 60 second news show for SAS students and teachers. **


 * OR **

** For the next two classes, you and your group members will create your own teen-friendly online newspage! **

Option One **, Activity One**

Look at how a news programme creates identity and uses different features.

Watch a 60 second news show (from 'Doing The News’ DVD, 6b) designed to appeal to young people.

As you watch, make notes on:


 * The way the sequence starts
 * The Titles (images, graphics, text and sound)
 * The studio - layout, decor, color scheme, furniture, graphics (mise en scene)
 * The presenter/s: appearance, style, the way they talk to the viewer
 * The running order of stories (most important to the audience comes first)

What is the 'character' of the news programme?

Is it:

Warm or cool? Relaxed or formal? Friendly or distant? In-depth or superficial? Colorful or subdued? Excited or laid back? Dramatic or boring? Helpful or confusing? Turn-on or turn-off? Simple or complex? Too much information or not enough?

What can you learn from the show? What does it do well? What could the producer have improved?

**Option One, Activity Two**

In groups of three-four, take on one of these roles:

1. Presenter

2. Researcher

3. Writer

4. Producer/ Director

To learn more about your role, go to the following resources:

1. **Presenter**

Your job is to present the show.

Reading

Find out what kind of image you have to project at: AS Media Studies p. 271 - 273 (blue box)

Viewing

Then watch Sam Naz's two videos - one with tips on presenting and one with an example of her show. You can find them at

[]

Work

As soon as you're done your research, help the researcher and the writer with your script. Start learning it/ making cue cards as soon as possible.

2. **Researcher**

Your job is to find the news. You need to find at least 3 major stories to include in the bulletin; try for a balance of international, national and local. Check your sources; make sure at least two sources verify the truth of a story. Consider your audience and try and balance 'hard' news with entertaining/ local interest pieces.

Reading

Read AS Media Studies p. 260 - 261.

Viewing

For tips on where and how to do find the news, watch the video of Karlene Pinnock's tips. You can find this at

[]

Now, go find the news!

3. **Writer**

Your job is to write the presenter's script.

Reading

Start by reading about how a news story is constructed in AS Media Studies p. 269-270.

Viewing

Then watch the two videos on writing on the BBC website. The first one is on writing news stories, the second is a scriptwriting masterclass.

Both videos can be found on this page:

[]

Once you have finished, work with the researcher to turn the stories they have found into a script for the presenter.

4. **Producer/ Director**

Your job is to find a location to shoot your news program and to create a particular identity for it. This will mean choosing background, furniture, music, the presenter's clothes and demeanor, title music and text. It will be your job to borrow a camera and source all necessary materials for the shoot, as well as to make sure you are finished on time.

Reading

Pages 271 - 277 of the AS Media Studies book will be useful for you.

Viewing

Go to:

[]

Watch the ‘Broadcasting News’ and ‘Editing Masterclass’ videos along with the Writer.

Tech Tips


 * The new imovie software has a TV news feature that you can use for your titles and a green screen background
 * Try to use video as well as still images to support your stories
 * Don't film the presenter against a window
 * Use a microphone to record the presenter, and edit background music to a minimum so they can be clearly heard
 * Use the green screen room for easy addition of pictures in the background

You are a team! If one person is struggling with their role, try and help them. On Tuesday next week, you will present your show to the class. We will watch it, and then each person will explain the following:

1. Reflect on the process of making the news - what did you learn? What went well? What would you do differently next time?

2. How you found news stories and chose which ones to include - what criteria did you use for selection?

3. How you wrote the script & what you learned about news writing

4. Why you chose the location, furniture, music etc that you did; what 'feel' you were trying to create and how you did so.

Good luck!

---

Option Two **, Activity One**

Get yourself into a group that has at least one member who is in PubTech or WeDesign. You need to choose your roles:

1. Web designer 2. Researcher 3. Writer 4. Producer

1. **Web-designer.** You will need to visit with one of the tech teachers to get more info on homepage design. You will also have to convince me that you know what you are doing! How are you using the following information


 * "84% of teens online go to websites about movies, TV shows, music groups, or sports stars. 76% of teens online search for news and current events. 31% are looking for diet, fitness and health information"
 * What do you know about using color, animation, links?
 * How will you use the Eyetrack research from today's assignment?

2. **Researcher**. Your job is to find the news. For tips on where and how to do this watch the video

[]

Then read AS Media Studies p. 260 - 261. Then start looking for news! You need to find at least 1 major story to place predominantly on your homepage, but try for a balance of international, national and local as links (not all links need be live, note. You are only creating the homepage. You may choose, of course, to link to other 'real' news sites. But remember - it is key for your site (even more so than it is anyways for all news stations) to consider your audience)

3. **Writer**. Re-write the news you find to suit your audience (and are tweens or young teens the same as 17-19 year olds?). Make sure you still remember what we've learned about the structure and organization of news! Start by reading about how a news story is constructed at: AS Media Studies p. 269-270..Then watch the video on the BBC website on writing news stories.

[]

Once you have finished, work with the researcher to turn the stories s/he has found into a script for the presenter.

4. **Producer**. Visit at least three current teen news sites to get ideas (ie.,[]). Take notes on the elements in the Eyetrack research (make this into a chart). Help with the overall design of the website by deciding on the advertising that would be most appropriate and by coming up (with the help of your group) with your name and logo.

**Option Two, Activity Two**

Make an outline of the following features of your website

- name, font, logo

- links and site navigation

- your lead news story

- at least one advert

- at least one interactive element

You are a team! If one person is struggling with their role, try and help them. On Wednesday next week, we will look at your homepage, then your group members will explain:

1. What aspects of webpage design were most useful when designing a site for teens?

2. How you found news stories and chose which ones to include - what criteria did you use for selection? How difficult was it to appeal to teens without 'giving up' on 'hard news'

3. How you wrote the script & what you learned about news writing

4. What you learned from other teen news sites

Hmwk

Work on your show/webpage! Due Tuesday. See next class for more info on the rubric and self-reflection questions you must answer on Wednesday.

= Class Twenty-eight = Thursday April 7

Objectives and Activities

Work Time

Hmwk

Show is due next class!

Pay careful attention to this and ensure your group is ready to reflect publicly based on the questions below.

**Webpage:**

1. What aspects of webpage design were most useful when designing a site for teens?

2. How you found news stories and chose which ones to include - what criteria did you use for selection? How difficult was it to appeal to teens without 'giving up' on 'hard news'

3. How you wrote the script & what you learned about news writing

4. What you learned from other teen news sites

**NewsShow:**

1. Reflect on the process of making the news - what did you learn? What went well? What would you do differently next time?

2. How you found news stories and chose which ones to include - what criteria did you use for selection?

3. How you wrote the script & what you learned about news writing

4. Why you chose the location, furniture, music etc that you did; what 'feel' you were trying to create and how you did so.


 * Homework:**

Finish your show

=Class Twenty-nine= Tuesday April 12

Apparently one more work period!


 * Homework:**

Be ready for your newscast/have your self-reflection and group reflection done

Class Thirty

Thursday April 14

Let's see your newscasts!

Now answer your question aloud for us

**Webpage:**

1. What aspects of webpage design were most useful when designing a site for teens?

2. How you found news stories and chose which ones to include - what criteria did you use for selection? How difficult was it to appeal to teens without 'giving up' on 'hard news'

3. How you wrote the script & what you learned about news writing

4. What you learned from other teen news sites

**NewsShow:**

1. Reflect on the process of making the news - what did you learn? What went well? What would you do differently next time?

2. How you found news stories and chose which ones to include - what criteria did you use for selection?

3. How you wrote the script & what you learned about news writing

4. Why you chose the location, furniture, music etc that you did; what 'feel' you were trying to create and how you did so.


 * We are now done with our news unit. What have you learned? What will you do differently to get your news?**

Homework:

if you are not done!

Read this article - well enough to participate articulately in next day's discussion!

=Class Thirty-One-Thirty-Five=

Monday April 18-Thursday 28

hi friends this is the link

https://docs.google.com/document/d/13_hAqZTTa71uPYm0p9oXj7oaS9hvSkYnQfyHtWKROVw/edit?usp=sharing

We are moving on to New Media!

A. Let's start with the basics: Discuss the following questions with a partner and then come together as a class.


 * 1) Does the rise of websites, apps and mobile media spell the death of other, more traditional media? What will happen to phone books, novels, CDs, cinemas and radio stations? How has the Internet changed the economical landscapes of many industries and countries? What is the relevance of copyright laws to the economy?
 * 2) Is the Internet enriching our lives by placing so much information at our fingertips, or is it making us lazier? Is it activating us and encouraging us to participate, or are we becoming passive consumers?
 * 3) Can we rely on the Internet as a good source of information? What constitutes a reliable source?
 * 4) Are we using the Internet, or is the Internet using us? How does the Internet make us more or social or more isolated?

B. Now go to this[| inthinking site](we've used it before: username: macadam, password: 21stcenturylit). Read the linked articles and fill in the cart for 'Expert Opinion'. Then make sure you are familiar with all the terms for 'Understanding Websites'.

C. For homework, you should have read this important article: Look specifically at pp 4-6. He argues that we “need to invent Digital Native methodologies for all subjects, at all levels, using our students to guide us” (6). He also scoffs at “a frequent objection I hear from Digital Immigrant educators”: that “’this approach is great for facts, but it wouldn‟t work for my subject’.‟ Nonsense. This is just rationalization and lack of imagination” (6).

So – You are going to make a lesson for one of your classes at school and ‘sell’ it to the teacher in charge! You must pick a class, a teacher, and a lesson or concept taught in that class, and come up with a digital native method for teaching it. This might be to develop a computer game … or Pokemon-like cards to teach facts (so notice the project does not have to use technology – just the skills associated with technology)… or ___. What exactly will this look like? I don’t know – YOU are the digital natives! (although take a look at the New Media page for some ideas of concepts most adults don't understand as well as teens do)

There are a few conditions:

- You must clear your project with me (largely to ensure you are not taking on too much). - You must write to the teacher involved, explain your methodology and ask if s/he would consider using the lesson in his/her class next year. This means you must also include TWO sets of instructions: 1. For the students and 2. For the teacher - You must ensure you yourself know the content / understand the concept you wish to teach inside out and backwards! - A detailed reflection must cover your rationale, what content you wish to help the teacher teach, and why you think your chosen platform will be more successful than traditional teaching methods.

Seniors, this is your last assignment of the year - it is due by next week, last class! (If anyone is around during exams, we'll be watching a documentary on gender stereotypes in the media, and Juniors, you'll have one final assignment on that documentary)

For classes where students may or may not be here!

What can we learn from [|Modern Family] about new media literacy?

Let's watch the show!

You can watch Killing Us Softly 5 too ...