Daily+Lesson+Plans

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Class One
 Mon/Tues Jan 7/8th Objectives What are the media? What is media literacy? Why should we study the media?

 Activities Get to Know You (part of the homework 'poem') - My name is ______________and if I were a social media platform, I'd be _____________________ because ... Intro to media literacy How are you? Help me Intro to media consumption 3 day schedule

 Hmwk Introduce yourself to the class. Download our, read it and be prepared to comment next day Find a definition of 21st century literacy which you like and bring it to class! Work on your media consumption 3 day schedule

= Class Two =  Wed /Thurs Jan 9/10th

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

 Activities Activity 1: [|"Good Night, IPad"]. Is this a text? Activity 2: Show a series of images/texts and non-texts

(tshirt with Einstein’s face) Is this a text? Why/why not?
 * (see ppt to answer** What is a [[file:what is a text updated.pptx|text]] ?**)**

Chinese character Is this a text? Why/why not?

Piece of artwork from IB Y2 show Is this a text? Why/why not?

Darth Vadar Volkswagon commercial without words Is this a text? Why/why not?


 * Ted Talks: Rives Tells a Story of Mixed Emoticons**

media type="custom" key="21825892" OR go to the [|school video portal]

Is this a text? Why/why not? We’ll come back to this next day! (And again in the New Media Unit - remember this is the Intro Unit only!)

In total:

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

Activity 2: Jigsaw Reading: //Intro to Picturing Texts// pp 2-19. . Choose one section of the chapter and.

 Hmwk Read your assigned section of Potter ch. 1 (paper handout). Be prepared to fill us in next class Fill in the __ le __ Keep working on your media consumption hmwk if necessary

 =Class Three=  Fri/Mon Jan 11/14th Objectives What do you need to make an emoticon story? 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?

 Activities Activity 1: Circle around the room and introduce yourself as your media platform. Tell someone why you would change places with him/her. Activity 2: Fill each other in on Potter (10 minutes!) Will there be a quiz?! Hmmm ..... Now get into Table groups with your white boards ...! Activity 3: Reread the reader profile you filled out for homework. Pass it on to a partner. With your partner’s profile, predict how their profile might affect the meaning of the:

//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.

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 4

Remember the [|Emoticon TedTALKS] we saw last day? 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)

 'Texts'

i

Hmwk Make an emoticon story (see - due Class Five due next class

 =Class Four=  Tues/Wed Jan 15/16th

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

 Activities Finish with partners our reader profiles. How accurately do the surveys allow you to 'figure out' your anonymous partner's reactions to ? Discuss Intro to semester-long. Read all about it for homework (since we ran out of time in class!)

<span style="color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> Hmwk - Emoticon story due next day! Note we are now suggesting you 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. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">- Think about your first journal entry (we didn't get done compiling the class results so this journal won't be due til Class Six)
 * __Journal Entry__**

Your first graded journal entry will be a write up of this 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.
 * A paragraph 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.

Note you will need a total of THREE journal entries by CNY. 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 CNY. 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!
 * see rubric on today's [[file:Media Consumption survey 2.docx|activity write-up]]**

=Class Five= <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Thurs/Fri Jan 17/18th <span style="color: #808000; font-family: arial,helvetica,sans-serif; font-size: 17px;">Objectives To share our emoticon stories and justify calling them 'texts' To get caught up!

<span style="color: #808000; font-family: arial,helvetica,sans-serif; font-size: 17px;">Activities * Finish class results for media consumption and discuss. What surprised you the most as an individual? As a class? * Journal time ?? <span style="color: #808000; font-family: arial,helvetica,sans-serif; font-size: 17px;">Hmwk
 * Share Emoticon Stories! And put them in your class' dropbox on the HSServer for me to mark using the [[file:emoticon rubric.docx|rubric]].

- don't forget about your first journal entry (from last class)! Due next class. ____**

Your first graded journal entry will be a write up of this 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.
 * A paragraph 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:Media Consumption survey 2.docx|activity write-up]]**

Note you will need a total of THREE journal entries by CNY. 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 CNY. 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, due next class, so only 2 left!**

<span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;"> =Class Six= <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Mon/Tues Jan 21/22 <span style="color: #808000; font-family: arial,helvetica,sans-serif; font-size: 17px;">Objectives To start to learn the 'language' of visual analysis

<span style="background-color: #ffffff; color: #808000; display: block; font-size: 120%; text-align: left;">Activities  An introduction to skills and strategies used to analyze still images.
 * Jigsaw Reading: //Intro to Picturing Texts// pp 2-19. [[file:Intro to Picture This p. 2-10.pdf|Intro p. 2-19]]. Choose one section of the chapter and [[file:Picturing Texts 2-19 worksheet.doc|prepare for class discussion]]. (What we ran out of time several classes ago!)


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


 * Fill in the [[file:Picturing Texts worksheet and field trip.docx|worksheet]] and prepare for the field trip!

<span style="color: #808000; font-family: arial,helvetica,sans-serif; font-size: 17px;">Hmwk So that we are prepared for next day's class, please do the following. - Go to this cinematography [|site] - using the A3 sheet I give you today (remind me!), and the info from the site above, identify the types of shot you see on the A3 sheet and label them, including some comment on their effects. Only fill in the side with the cute cartoon characters!

=Class Seven= <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Wed/Thurs Jan 23/24

<span style="color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> Objectives - To begin to learn to 'read' moving image texts (films and TV shows) by understanding their basic codes and conventions.

<span style="color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> 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

Activity One 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 Two 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.

<span style="color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> 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. Don't forget about journal entries! Something that ties in the process of creating media versus analysing it would be a good choice, for instance ...

=Class Eight= <span style="color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Fri/Mon Jan 25/28th <span style="color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> 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.

<span style="color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> Activities *Only one video on video portal?! 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 One **

**Activity Two** (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 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

A site you might find useful (or peruse for homework): []

<span style="color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> Hmwk - put your camera angles video on the [|portal]! - Read the [|article] regarding //Merchants of Cool// to be prepared for our documentary viewing next class. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">- Work on your latest journal. Remember, you will need to have THREE journal entries minimum in total by CNY -- unless you are smart and get me your second by THIS SATURDAY. If you do, I will change your requirements to TWO instead of THREE (Note your marks so far: emoticon story, one journal, and partner video. If your journal mark is low thus far, you may choose to do a fourth journal and I will count the best three AS LONG AS you are handing them in as you go)

=Class Nine= <span style="color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Tues/Wed <span style="color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Jan 29/30th <span style="color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> 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.

<span style="color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> Activities Note: If you get me a GOOD journal by FRIDAY (or emailed by Sat morning), I will change the requirements to only TWO instead of three by CNY! Watch the documentary and consider the questions on our Merchants of Cool page

<span style="color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> Hmwk -Work on a journal of your choosing! - You have an upcoming major assessment on the end of our intro unit. Note many of the options are related to or tied into this documentary! (some other options we cover next day ...) for class ELEVEN (NOT next class) and get going on it if you want to avoid feeling rushed the days before CNY! Check out this [|interview with a media critic] for next class ...

=Class Ten= <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Thurs/Fri Jan 31/Feb 1st

<span style="background-color: #ffffff; color: #808000; font-family: arial,helvetica,sans-serif; font-size: 17px;">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.

Activities

“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.”

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

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


 * 1) Read pages 157 & 158 of ‘AS Media Studies’ (hand-out) and explain what horizontal and vertical integration are, and why they result in large companies. Write your answer in your journals.
 * 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?

Read “Advertising is the Engine” in Potter pg101 (handout).
 * Center Three: Investigate the financial role advertising plays in funding media products and relate this to the goals of media companies and audiences. **

Add in Potter’s figures and see if you can find out how they’ve changed in the last 6 years. 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.”
 * Money Spent on advertising in different media || 2006 || 2011 ||
 * All media ||  ||   ||
 * Television ||  ||   ||
 * Movies & Video ||  ||   ||
 * Newspapers ||  ||   ||
 * Books ||  ||   ||
 * Internet ||  ||   ||
 * Radio ||  ||   ||
 * Magazines ||  ||   ||
 * Recordings ||  ||   ||

<span style="background-color: #ffffff; color: #808000; display: block; font-size: 15px; text-align: left;">Hmwk - Read about our (for which you have TWO class periods to work - due date = Friday 8 am unless you negotiate otherwise). Start working on it! Note that a more researched approach to today's quick debate question is one of your choices for your final project! Check out the to see how you'll be marked ...

- Work on a journal! Note you still have two more entries due if I don't get ONE by Saturday! It's also better since then we will start working on our final project!

=Class Eleven= <span style="color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Mon/Tues Feb 4/5th

<span style="color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> Objectives How can we pull together everything we have learned so far in our intro unit? <span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;">Activities Any questions from reading the for homework? Work time! By the end of the class, you should have committed to an assignment, be able to show me your notes, and have a plan for finishing by Friday. Homework = continue to work

=Class Twelve= <span style="color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Wed/Thurs Feb 6/7th

<span style="color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> Objectives Make good use of your work period

Activities

You should be (almost) done your project by the end of today's class!


 * Friday Feb 8th = shortened schedule ?? work period for A class, owe B class one

=Class Thirteen=

<span style="color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Mon/Tues Feb 18/19th

<span style="color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> 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. 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! 2. 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?

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> Hmwk: Finish the question set (use a google docs if you like and work on it as a group)

=Class Fourteen= <span style="color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Wed/Thurs Feb 20th/21st

<span style="color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> 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.

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> 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. Can you recognise the brand? (Doing Ads, p. 17, color photocopy) If so, WHY? If not, why not? (What does it say about 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?

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> 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 (before CNY) on the media industry and where it advertises (several of you struggled with books, for instance, in Centre 3)

Pick any of the questions from today's class and turn them into a journal entry. (Choice ONE of THREE. ONE entry due by next Thurs/Fri. CHOICE THREE = look at someone else's intro project and write a review / what could be added to it based on our last few classes)

=Class Fifteen= <span style="color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Fri Feb 22nd/Mon Feb25th

<span style="color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> 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.

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> 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:Picturing Texts worksheet and field trip.docx|features of visual analysis]] from our intro unit too)

*And what about [|these]? Make sure you know these terms before going to the main page linked in the previous sentence. Students Username: **englishalanglit-mrosen** Students Password: **englishalanglit05378** 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. <span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> 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. Be inspired by today's class and turn it into a journal entry. (CHOICE TWO: one entry due by next Thurs/Fri. CHOICE ONE is from last day, CHOICE THREE = look at someone else's intro project and write a review / what could be added to it based on our last few classes)
 * Now a [[file:advert-analysis with laminated ads.docx|little more advanced]]

=Class Sixteen= <span style="color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Tues Feb 26th/Wed Feb 27th

<span style="color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> 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 <span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;">Activities 1. Psych and the 2. Scavenger Hunt (and fill in this too!)

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. We'll then discuss and share.

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!)

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> Hmwk You have a journal due this coming Thurs/Fri. You also 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. Due Mon/Tues. 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 Seventeen= <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Thurs Feb 28th/Fri Mar 1

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> 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.

<span style="background-color: #ffffff; color: #808000; display: block; font-size: 120%; text-align: left;">Activities 1. <span style="background-color: #ffffff; color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;"> 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:

Students Username: **englishalanglit-mrosen** Students Password: **englishalanglit05378** 2. Work time for your ad analysis

Hmwk

Work on your ad analysis. Due next class! Here's the again. 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/Tues. *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= <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Mon March 4st/Tues March 5th <span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> Objectives What are guerilla ads? What are counter ads? What are 'ads for good'? (OK, we can't possibly cover all of this, but we'll split it over the next few classes! I want to cover the positive stuff before we move on to Gender Depiction in the media! In fact, we won't really cover counter ads until after our Gender unit, since they are meant to go against stereotyping in the media)

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> Activities * Live ad analysis. Others hand in (portal url or written task) *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: <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">englishalanglit-mrosen, password: englishalanglit05378) * 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? **

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Hmwk Check out YouTube for ads that might instigate social progress. Put it on the video portal and link to our Using Media Ads for Good page!

=Class Nineteen= <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Wed Mar 6th/Thurs Mar 7th

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> Objectives In this lesson you will study the MTV 'Switch' campaign, which spreads awareness about climate change. The guiding question is: 'How does MTV use different devices to persuade viewers to care about global warming?' The 'devices' that we will explore include the use of camera angle, image, light, sound and copy (commonly referred to as 'text'). As each ad is very different in its approach, you can easily compare and contrast the campaign ads. As you view the ads, you will want to know what to look for. You can split your class into four groups. Each group will have a series of questions to answer for each film. Each group will focus on a different aspect of the films in an effort to understand how they achieve their aims.

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Activities 1. Share some of the ads on our Using Media Ads for Good page 2. Let's look at this [|MTV campaign] to save energy (hey, they aren't just about mooks and midriffs, apparently!) Remember, to log on, you need this info:

Students' Username: **englishalanglit-mrosen** Students' Password: **englishalanglit05378**



Choose to become an expert on one of these areas:



We're going to watch 7 ads now (see or video portal)

Break up into four 'expert' groups. Each group will focus on one of the following: 1) the use of camera angle, 2) image and light, 3) sound and 4) copy. Before you view the seven short films on global warming, read the explanations and questions that relate to your expert group. After you view each film, use your expertise to comment on each film. Collectively you should be able to fill in a chart like the one below.

<span style="background-color: initial; color: #336699; display: block; font-size: inherit; text-decoration: none;">
 * || **Use of camera** || **Image and light** || **Sound** || **Copy** ||
 * **Sockets and faucets** ||  ||   ||   ||   ||
 * **Biodiesel** ||  ||   ||   ||   ||
 * **It takes two** ||  ||   ||   ||   ||
 * **Save the tree** ||  ||   ||   ||   ||
 * **Sad computer** ||  ||   ||   ||   ||
 * **Brad and earth** ||  ||   ||   ||   ||
 * **Space Umbrella** ||  ||   ||   ||   ||

When you're done ...

<span style="color: #003366; font-family: 'Arial Narrow',Arial,Helvetica,sans-serif; font-size: 1.9em; text-align: left;">Compare and contrast Now create new groups which are comprised of four unique experts; one from 'camera use', one from 'image and lighting', one from 'sound' and one from 'copy'. Within these new groups select two films for comparison. You can use the following table to organize a group presentation to the rest of the class.

<span style="background-color: initial; color: #000000; display: block; font-size: inherit; text-align: left;">**Comparing films**
 * || **Film A** || **Film B** ||
 * **Use of camera** ||  ||   ||
 * **Image and light** ||  ||   ||
 * **Sound** ||  ||   ||
 * **Copy** ||  ||   ||

If time, we'll start our anti-drug campaign lesson from next day

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Hmwk NOTHING! RELAX! OR get started on what is due next week!

=Class Twenty= <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Fri Mar 8th/Mon Mar 11th

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> Objectives It is often in the interest of the state to prevent citizens from committing crime, starting forest fires or doing drugs. Informing the public about various dangers often includes persuading them not to harm themselves or others. Anti-drug campaigns are no exception.

During the 1980s, 'Just say no!' was a popular slogan in America's 'War on Drugs'. It was coined and made popular by Nancy Reagan, wife of President Ronald Reagan. Her campaign against drugs was prevalent on the airwaves and TV. The Partnership for a Drug Free America was one of many organizations that contributed to this anti-drug campaign with their public service announcements.

In this lesson we will look at how The Partnership for Drug Free America used propaganda to persuade people not to take drugs. Ask yourself what kinds of propaganda techniques are used in these ads and if some techniques are more effective than others.

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Activities 1. Read the objective above aloud. ** Note I am not here today 4B (wahhh!) but Ms. Weber is here to get you started (hi, Ms. Weber!) Do NOT make her stay the whole class because you don't look trustworthy enough to do this class on your own! DO be sure that she can leave me a good report. When she is ready to leave, who will be our class leader? Please let her know so she can leave in good faith :) ** 2. Ads for good (so why are they called Propaganda techniques?!) Students' Username: **englishalanglit-mrosen** Students' Password: **englishalanglit05378**
 * In this [|activity] you will look at several ads that were used in the 1980s to persuade young Americans not to take drugs. **


 * If this isn't working, Ms. Weber can get on using my info (on whichever student computer is hooked up to the LCD): mrosen, extension. In this case, look at each ad together as a class, spend a moment with a partner identifying the propaganda techniques, then have a volunteer click on SHOW to see the answer. If you were able to get on with the usual student password info, then you may choose to look at a few ads as a class, then do the rest in partners.**

Before you begin though, ensure you are familiar with each of these techniques by clicking on the link below

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> 3. Pick on of the terms from tomorrow's lesson (Lesson twenty-one, divide the terms equally). Be prepared to be our 'expert' on it next day (that is, what do the actual experts mean when they use the term? Find at least one quote or sum up a source to read us next day) <span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> <span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> 4. start working on your letter (see homework) <span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Hmwk 1. Remember to become an expert on your term
 * [|Analogy] **
 * [|Use of celebrities] **
 * [|Generalizations] **
 * [|Appeal to fear] **
 * [|Appeal to authority] **
 * [|Equivocation] **
 * [|Bandwagon] **
 * [|Slogans] **

2. Write a letter to The Partnership for Drug-Free America or to MTV with criticism of their advertising techniques. Point out how their ads use a lot of argumentation fallacies, which make the ads ineffective. Explain how the youth might even make fun of such ads. Set it up to look like a letter:
 * do you include a salutation?
 * do you introduce yourself? (and decide who 'you' are -- a concerned citizen, a parent of a teenager, an ad campaign manager, a teacher,etc)
 * do you use paragraphs?
 * do you use transitions?
 * do you have an appropriate ending?

One page, single spaced. Consider how you will be marked: Voice / Tone (appropriate to task AND to who you are supposed to be) /5

Purpose (you make an effective argument, you come to some kind of final conclusion/suggestion/critique) /5

Content (you demonstrate your understanding of fallacies) /5

Grammar / Smooth and Sophisticated Writing Style /5 (Note this is the first time you have a separate 'writing style' mark in this English class!)


 * Due in two class periods (Thur Mar 14/Fri Mar 15)**

=Class Twenty-One= <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Tues Mar 12th/Wed Mar 13th

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> Objectives So if ads can be good, why are they often bad? (And if you think I'm making this up, check out the ads on this [|page]!)

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Activities

Remind yourself what these terms mean: Infantalization and Helplessness - Renee Experienced Virgins - Kahn Sexualizing Products - Kevin M Eroticization of Violence - Josh, Victoria What it means to 'Be' Masculine / Male - Andrew Globalization of American Ideals for Beauty - jina Morality and Eating - Kevin L Objectification - karen Judged by Looks Alone - Alex Constructed Beauty - Liza

<span style="background-color: #ffffff; color: #000000; display: block; font-size: 13px; text-align: left;">So what can be done? Well, there are ... (with clips from Doing Ads CD) Check out some of these banned ads.

[|Ads Banned for Sexual Content]

Controversial Ads to Stun You [|Dr. Pepper]

[|Go Daddy and Calvin Klein (SuperBowl)] Which one does your group think is the worst? How does it compare to the Nutella Ad and the KFC ad? ** <span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;">

Hmwk Read this page on Media KnowAll about [|Gender and Media Representation] Don't forget about your letter due next class

=Class Twenty-Two= <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Thurs March 14th/Fri March 15th

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> Objectives

How is our definition of 'beauty' defined by the media? One editing tool commonly used by advertisers is Adobe Photoshop. In fact, people use the verb 'to photoshop' in every day speech, meaning to retouch or artificially 'enhance' an image using computer software. Does Photoshop give us a distorted understanding of reality? In [|Jean Killbourne's film Killing us Softly], she argues that only 5% of women have the body type portrayed by most of the fashion magazines. Even models are often outraged by what airbrushers do to their images. Part of becoming media savvy includes the ability to see past the airbrushing and understand that the media's portrayal of women and beauty is not always realistic. In this lesson we will look at several examples of airbrushing to understand why images are manipulated. What do these manipulations say about our cultural values of what we find beautiful? Are we setting unrealistic expectations for young women by displaying photoshopped images on billboards and magazines? What are the effects of this stylistic device, airbrushing, on its target audience, young women?

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Activities Is it really that bad? Watch this [|parody] and see what you think! Or how about this [|Dove] ad? media type="custom" key="22193774" Thursday's group - see homework. Friday's group - we'll do these activities in class. <span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Hmwk Visit this site: [|Beauty, Editing and Gender]. Spend 10 minutes perusing or doing the activities. We'll discuss next day!

=Class Twenty-three and Twenty-four= <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Mon March 18th/Tues March 19th <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Wed March 20th/Thurs Mar 21st (Mocks start - anyone taking IB certificates?)

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Objectives To delve further into issues of media and gender (mis)representation. To use Kilbourne's Killing Us Softly as a way to gain a sophisticated understanding of the topic

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Activities Kilbourne and Killing Us Softly

Here are some of the main points that Killbourne touches on in her talk:
 * **The objectification of women** - Women are turned into objects: In ads they are photoshopped onto beer bottles, cut up into parts (in which legs or cleavage are only worth noticing), and seen as accessories. Treating them like objects is the first step in justifying violence toward them.
 * **Eroticism of violence** - In ads women are presented as the victims of sexual violence. In many ads, strangely, they seem to be sexually aroused by the violence against them.
 * **Commodification of sex** - Sex is portrayed in these ads as something that can be bought or sold. Instead of being intimate, it becomes associated with a product, such as perfume or clothing. This brings us to the next point:
 * **The trivialization of sex** - If we are to believe that what we see in the ads is normal behavior, then sex is something simple and insignificant.
 * **Infantilism of sex** - Many sexually charged ads sexualize youth. We are led to believe that sex is something only had by the young and gorgeous. What's more, the innocence of youth is juxtaposed to the experience of sex, ironically.


 * [[file:21stcenturyliteracyrosen/pre-viewing questions for Killing Us Softly.pdf|Preview Questions]]
 * [[file:21stcenturyliteracyrosen/Killing Us Softly 4 - Study Guide.pdf|StudyGuide]], particularly pp 5-8 (a summary of Kilbourne's key points (in more detail than above) and themes -- to help you with your wrap-up written or oral assignment
 * [[file:21stcenturyliteracyrosen/1950s ads.pptx|Have Things Really Changed?]]
 * [[file:21stcenturyliteracyrosen/Kilbourne new ad oral.docx|Oral Activity]]
 * [[file:Kilbourne written activity shortened.doc|Writen Activity]]

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Hmwk GoodHousekeeping 1950s. What do women's magazines today say/'teach'? You have a choice of a or  as our wrap-up to this unit. You will have two classes to work on it. You may also choose to make, in pairs, your own [|CounterAd]campaign. You'll need to produce an advertising campaign (brand image, slogan, logo, print ad mock ups, media strategy ) or filmed ad (brand image, slogan, logo, film, storyboard, media strategy) of your own, accompanied by a detailed reflection. (You may do this in pairs)

// Be aware that proper campaigns, especially including a film, take a long time to produce. //

=Class Twenty-five= <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Fri Mar 22nd/Mon Mar 25th  AWAY - Bri (Fri)

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;">Work Time  Note here is the  for the written and oral assignment

=Class Twenty-six= <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Tues Mar 26th/Wed Mar 27th <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">(Thurs 28th, reading or work time for 4B) AWAY - James (Tues, Bri)

Work Time and Presentations

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Hmwk <span style="background-color: #ffffff; color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> Read //Feed// over the holidays. We'll be starting our New Media unit when we get back!

=Class Twenty-seven= <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Mon April 8th/Tues April 9th

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> Objectives Intro to our News Unit (especially since I will be away the next several classes What is the news? Why do we still have traditional news? Can you talk the talk?

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Activities *What are some of the ‘rules’ are to writing a newspaper article? Compare to ‘. Add in ‘’.
 * Off you go then (to the library, online) to find news stories. Do these rules and structures apply? What about our own Eaglei? What about online news sources? Why does any of this even matter?
 * As a class, vote on one article you have chosen to look at further. You’ll need page four of ‘[[file:reading news onlin, 5 ways to construct a news story, lunatic.pdf|Reading news online]]’ -pp 4-5 of the link only, ‘The construction of a story’. Divide the class in five and each group looks at one of the ways in which a story gets constructed (look at the Lunatic article on page 5 first if that helps. Or jump right to the story you have chosen).

* NOTE: this is a bit of a strange way to start a news unit! Surely we have to look at WHY a story gets chosen before we look at HOW it gets written? True! But next day's lesson will be easier to do on your own -- you'll look at. Let's go over it quickly now, plus look at the lessons coming up when I'll also be away ... We'll look at this ppt today to get you started (What is news and who decides)

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> Hmwk

Nothing!

=Class Twenty-Eight= <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Wed April 10th/Thurs April 11th <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">no class Friday (Parent conferences)

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;">Objectives What is important in how news gets chosen? <span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Activities Kevin L and Victoria in charge in 1A and Alex and Vivian in 4B :) (And remember to get everyone to fill in their Feed book #) OH! Please ask the class to take 10 minutes at the start of class for everyone to do the student-to-teacher feedback form on powerschool. I would be grateful for narrative feedback (comments) and not just numbers / check boxes :) Start with this. Discuss the questions as needed. Note the homework (Kevin and Victoria, I forgot to point this out to you, so pay careful attention!) If someone really doesn't have access to English news channel, then that person should NOT choose a partner, but watch the news in Chinese and fill in the chart just for that) Read this with a partner, working your way through the discussion questions (bullet form notes) and filling in the charts as you go! When you get to the bottom of page 3, share your responses with another pair. When you get to the second chart (on the fifth page), share with them again. 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.

Note you have the entire class to finish this packet -- which means I expect good answers to the questions! Hand in your packet answers and charts to the sub when you are done. Make sure you leave time to choose a partner for the hmwk assignment though.

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Hmwk: 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. (paper version available at the front of the room as well). 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 ||
 * the language used to describe events ||

=Class Twenty-Nine= <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Mon April 15th/Tues April 16th

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> Objectives Are all news reports the same? The final activity activity last day comparing the Slap coverage would suggest not. So what factors change the way the news is packaged and sold?

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Activities 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 (moderated by Andrew and Kevin M in 1A and James and Sheul in 4B. I didn't ask you in advance so a BIG thanks!) Today's discussion (moderated by Josh and Alex in 1A and Raf and Yena in 4B! Thanks dearies!) 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?

Now with a partner (but someone different from last day) You'll need these (there are paper copies at the front of the room too) -- 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 (paper copies at the front if you prefer)


 * 1) Fact vs Opinion (with a focus on language.) Fill in the first chart. Discuss not only what they find but what they 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?

Have a final discussion at the end of class as to what conclusions you have reached (moderated by Kahn and Liza in 1A and Anthony and Danny in 4B. Thanks dearies!) Make sure everyone understands the homework too

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Hmwk
 * Apply the same concept to a newsstory of your choice! Find a story currently in the news for which you can locate three versions. Fill in the same charts as before. (This is individual work, not partner)**.

=Class Thirty= <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Wed April 17th/Thurs April 18th

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px;"> Objectives Make sure you welcome back Mrs. Rosen! If I am not in school today, I will be having you to my house rather than miss another class :) If I am in class, we will do today's lesson from inThinking. If I am not / you come to me, we will use the links below instead. Josh's skype josh.yan.1995.

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. Activities What have I missed?! Fill me in on the packets (how news gets chosen), how it related to what you and your partner found when watching the news, and how all of THAT related to how even news stories on the same topic vary. Can we relate to what was all over the news the past two days about the terrorist bombings at the Boston marathon? 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:

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

Timing: 1. Silent Reading & Making Notes – 30 minutes 2. Discussion in small groups – 30 minutes. Choose one person to represent you on the panel; others take part as members of audience. Invent names and make cards for panel members. I will chair the discussion. Be sure to have in mind a motive – something you really want to get across during the discussion. You should keep trying to bring discussion back to that. 3. Simulation – 20 minutes: Try and stay in role! Heated arguments are a good thing, but keep it polite! Hmwk Finish the charts on three versions of a news event if you haven't already. I will collect next day!

= Class thirty-one = <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Fri April 19th/Mon April 22nd

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Objectives 1A group assignment; 4B Feed book talk (see lesson for Fri May 3) 1. What differences are there between news stations? Do those differences 'match' the differences we found between versions of print news? Can you make your own TV news show? 2. What is the difference between print news, TV news and online news? Can you make a teen-friendly newspage?

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Activities 1. Given how few of our students likely get their news in print 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? <span style="background-color: #ffffff; display: block; font-family: Cambria; font-size: 12pt; text-align: left;">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’? Now the fun begins!

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

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) 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?

In groups of four, take on one of these roles: 1. Presenter 2. Researcher 3. Writer 4. Producer/ Director
 * Option One, Activity Two**

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 Thursday 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 Thursday 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

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Hmwk Work on your show!

=Class Thirty-one= <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Tues April 23rd/Wed April 24th

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Objectives and Activities 1A Work time   4B see previous lesson

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Hmwk Show/webpage

<span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;"> Class Thirty-two  <span style="background-color: #ffffff; color: #800000; display: block; font-family: arial,helvetica,sans-serif; font-size: 20px; text-align: center;">Thurs April 25th/Fri April 26th

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> Objectives and Activities WorkTime

<span style="background-color: #ffffff; color: #808000; display: block; font-family: arial,helvetica,sans-serif; font-size: 17px; text-align: left;"> 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.

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
 * Webpage:**

**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.

<span style="background-color: #ffffff; color: #800000; display: block; font-size: 140%; text-align: center;"> Class Thirty-three  <span style="background-color: #ffffff; color: #800000; display: block; font-size: 140%; text-align: center;">Monday April 29th/Tuesday April 30th Viewing/ Homepage visitation! Hmwk 1A Be prepared for next class' book club discussion on //Feed//! Make sure you leave class today knowing your group and ... and then ensure you are prepared! Note the rubric at the end of the roles description ... 4B Your show is due next day!

<span style="background-color: #ffffff; color: #008000; display: block; font-size: 120%; text-align: left;">Wed May 1st is a holiday, IB exams start on the 3rd and AP exams on the 6th! Who will be away? When do Senior exams begin?

<span style="background-color: #ffffff; color: #800000; display: block; font-size: 140%; text-align: center;"> Class thirty-four Thursday May 2nd/Friday May 3rd

<span style="background-color: #ffffff; color: #808000; display: block; font-size: 17px; text-align: left;">Objectives 1A Can you be part of a book club and discuss a book for 60 minutes without teacher intervention? 4B Viewing / reflection <span style="background-color: #ffffff; color: #808000; display: block; font-size: 17px; text-align: left;">Activities You will discuss the book, with an emphasis on the notes you took for homework in role. I will listen! (Note the rubric at the end of the roles <span style="background-color: #ffffff; color: #808000; display: block; font-size: 17px; text-align: left;">Hmwk Read

<span style="background-color: #ffffff; color: #800000; display: block; font-size: 140%; text-align: center;">Class thirty-five Monday May 6th/Tuesday May 7th <span style="background-color: #ffffff; color: #808000; display: block; font-size: 130%; text-align: left;">Generation gaps and the age of new media  - Laughing Out Loud

<span style="background-color: #ffffff; color: #800000; display: block; font-size: 140%; text-align: center;">Class Thirty-six Friday May 10th/Monday May 13th

<span style="background-color: #ffffff; color: #808000; display: block; font-size: 130%; text-align: left;">Objectives Part 1

What is Twitter? How does it, as an institution in today's vast media landscape, influence people? These are broad questions that we can aim to answer by analyzing tweets. In this lesson we aim to define the key characteristics of tweets and comment critically on the purpose of Twitter.
 * 1) Where do we see the ideological influence of certain institutions in various media
 * 2) How do a few media institutions manage public opinion?
 * 3) How can one media institution, such as Twitter, change the rules for other media institutions, such as the New York Times?

<span style="background-color: #ffffff; color: #808000; display: block; font-size: 130%; text-align: left;"> Activities
 * As you take the Twitter quiz linked [|here], take the following questions into consideration. (we’ll come back to them after the ‘quiz’ though)


 * 1) What are the defining characteristics of a tweet?
 * 2) What linguistic clues do you use to match the tweet to the biography?
 * 3) How do these people use Twitter to be influential?
 * 4) Angela Merkel is on Time's 100, but she does not tweet. Why not?


 * Once the quiz is done, take a yellow or white card. DO NOT cheat by looking at the backs! The white cards are biographies, taken from Time Magazine’s 100 most influential people of 2011. The yellow cards are tweets by these same people. You are looking for matches (like the quiz, but more choices now.) Notice the names of the people have been removed from these biographies. Walk around and find the person with the matching card, then discuss how you knew. When we are done playing come back to the questions above. Also consider – what if you don’t know the ‘famous’, ‘influential’ person in question?!

Objectives Part 2

Understanding websites If we are to continue our discussion on how the Internet is changing our lives, we need to find examples of how it is redefining text types and communication practices. In order to do this, we will look specifically at websites. (Note: the term 'the Internet' covers all forms of online communication, such as apps, email and services like Netflix.)

Activities Part 2 Let's do this great lesson on the Internet on [|inThinking]. Consider these questions: Here is a set of questions to kick off [|this lesson] on the Internet and help us think critically about these media. There are no right or wrong answers, only informed ones.
 * 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?

But first, which of these terms have you heard of before?

1. Crowdsourcing 2. Longtailmarketing 3. Notifications/RSSfeed 4. Pay-per-click 5. Personalization 6. SocialNetworking 7. Supercrunching 8. Viral

Now let's get to the lesson! Hmwk Choose something we have studied lately and write a deeply thoughtful journal (as it is your last!), tying in what we have learned with a source YOU find (to which you apply our learning)

Class thirty-seven -- Class thirty-eight  Tuesday May 14-May 17 Juniors: Centres -- rotate through the work on our New Media page, plus come up with one activity (including resources) of your own! Seniors: Work on your final project-in-lieu-of-exam

Class thirty-nine -- forty May 20-May 23

Documentary unit - see our Documentary page (and do the work on your own if you have to leave to study!) We will adjust as needed, so as to make time for your final project, which will take the place of your exam. But the plan is that you have from May 23rd on to work on your final project-in-lieu-of-exam

To the End of the Year  Exams Begin June 3 Project-in-lieu-of-exam. You have four choices: an expository essay, an ad campaign for media awareness, a persuasive essay, or a digital portfolio. See an explanation of all choices.

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