How Do I Analyze and Evaluate the Messages Communicated through

Various Forms of Media?

Media Literacy

StandardsReading 2.6 Assess the adequacy,

accuracy, and appropriateness of the author’s evidence to support claims and assertions, noting instances of bias and stereotyping.

Listening and Speaking 1.8 Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied.

Listening and Speaking 1.3 Respond to persuasive messages with questions, challenges, or affirmations.

ObjectivesContent: We will identify, analyze, and

evaluate an author’s claims, assertions, and supporting evidence; determine an author’s purpose for writing; learn to identify stereotyping and bias in print and electronic media and discuss their effect on consumers.

Language: (Reporting Back) We will use group discussion questions to analyze and evaluate print and electronic media and present short summaries of our discussions.

Materials and Resources Computer and LCD Projector (all links in PPT are hyperlinked to either

a website or Google Docs) Chart Paper ** Index Cards ** Holt Textbook and Holt Interactive Reader Homework Rubrics:

https://docs.google.com/file/d/0Bwjdm-YTzQjyTFBSeGVoY3NnZHc/edit Discussion Question Student Handouts:

https://docs.google.com/file/d/0Bwjdm-YTzQjyTXpfMDIxV2RnTzA/edit Magazine Ads:

https://docs.google.com/file/d/0Bwjdm-YTzQjyVUJ2QzZxZC1XaHc/edit Editorial, “Keep the Kids Carless”: http

://www.thetruthaboutcars.com/2009/11/editorial-keep-the-kids-carless/

PBS Kids Website: http://pbskids.org/dontbuyit/teachersguide.html Super Bowl Commercials (NY Times Website):

http://www.nytimes.com/2007/02/01/business/media/20070201_SUPERBOWLADS_GRAPHIC.html?_r=3&oref=slogin

** indicates materials that may not be needed

Literary and Academic Vocabularyassessinstanceclaimadequatestereotypesbiasassertioncritiqueanalyzeevaluate

mediamarketingproduct placementtarget audienceadvertisingconsumerbrand loyalty

Vocabulary (Cont.)Definition of media: - messages

communicated through visuals, language and/or sound that are

produced for a (mass) audience using some form of technology.

A few media forms that you may know:

- print-based media > newspapers and magazines

- audiovisual media > movies, radio and television

- computer-assisted communication > the Internet and computer games

- package labels- billboards- advertising > print ads

and commercials

4/19: Introduction to Media Literacy

Do Now Share Responses

What does this quote mean to you?

“Readers are plentiful; thinkers are rare.”

- Harriet Martineau

Martineau suggests that many people are able to read or create text, but few people have the critical thinking skills that are required to analyze what they’ve read.

Launch

Did you know that kids your age spend four and a half hours a day using TV, video games, and computers?

The information that you are consuming may or may not affect your beliefs and behaviors.

The information you find in articles, advertisements, fliers, or websites may or may not be trustworthy.

To determine the value and authenticity of the information you find, you must be able to critique.

Direct Instruction(Tentative: Sorting Activity)

Before we begin our lesson, let’s take some time to familiarize ourselves with the vocabulary we will use throughout this unit.

We will add the vocabulary words to the Word Wall.

1) You will use a set of index cards and a chart that has 3 columns – I know…, I think I know…, and I don’t know…

2) In groups, you will spend 2-3 minutes sorting the terms on each card

(Explain: 4 Reading Skills)

Determine the author’s purpose

1. It’s important to be able to stand back and judge whether or not you trust the information.

2. Ask: Why did the author write this?

Evaluate Evidence1. Any claim or

assertion a writer makes must be supported with evidence (expert opinions, quotations, facts and statistics.)

2. Recognize the “Triple A’s” of evidence (adequate, accurate, and appropriate.)

Recognize Bias 1. Some text

includes obvious examples of bias (persuasive writing)

2. We all have tendencies to favor certain things over others. Do you agree or disagree?

Recognize Stereotyping

1. A stereotype is a dangerous generalization (All smart kids are nerds; Rich people only care about themselves.)

2. Watch for words like all, every, only, and always.

Guided Practice

We will analyze and evaluate: the Dunkin’ Donuts print ad on the next slide and an excerpt from an editorial titled, “Keep the Kids Carless.”

Click here to read the editorial!

What message does this ad communicate? How do you know?

(Check for Understanding)We will use the discussion

questions for Day 1 to practice the skills that we learned today. You will have 3-5 minutes to examine the Dunkin’ Donuts print ad and discuss it in your groups. Then you will present a reporting back summary of your discussion.

Click here for the discussion questions!

Independent Practice Assessment

Literacy Centers1. Word Study: Word Maps

2. Writing: Holt textbook pg. 701 (1-3)

3. Independent: Test Prep Packet B

4. Small Group: Those who scored at Basic level on the last benchmark will work with Ms. Brown today.

Homework1. Read newspaper

article, “Virtual Sticks and Stones.” (IR, pgs. 197-199)

2. Do Word Study (IR, pg. 196) and Skills Practice (IR, pg. 200)

4/20: Determine the Author’s Purpose

Do Now Share Responses

Quick-write: How do you decide whether to believe what you read or view on television? Explain your thought process.

You may turn to reference books, articles, or websites when you want to learn something, solve a problem, or make a purchase. Remember to use the reading skills that you learned in yesterday’s lesson.

Launch

It’s a Saturday afternoon and you and a friend are reading your favorite magazine. Suddenly, both of you are craving a big slice of chocolate cake with lots of creamy icing. How did this happen?

Direct Instruction

(Explain)

The purpose of an advertisement is to inform people (about a product or service) and to persuade people (to buy the product or service).

1. Advertising agencies use several advertising techniques to sell products and services (“Z” form, light works, right-side placement, food advertising techniques, snob/celebrity appeal, etc. )

2. Click here for more details!

Guided Practice(Model: Advertising Tricks)

Most companies hire food stylists, who are like make-up artists, to make the food you see in ads look more appealing.

Their purpose is to persuade you to buy the food. This is not necessarily a bad thing. After all, you have a right to make your own choices.

PBS Kids has lots of advertising information on its website.

Click on this link to see a picture of the perfect hamburger. How did the food stylists make the hamburger look this way?

(Check for Understanding)

We will use the discussion questions for Day 2 to practice the skills that we learned today. You will have 3-5 minutes to examine these print ads and discuss them in your groups. Then you will present a reporting back summary of your discussion.

Click here for the discussion questions!

Independent Practice AssessmentLiteracy Centers1. Word Study: Word Maps

2. Writing: Holt textbook, pg. 703 (1-2)

3. Independent: Test Prep Packet B

4. Research/Tech: WebQuest – “Be the Ad Detective” and “Design a Cereal Box”

5. Small Group: Those who scored at Basic level on the last benchmark will work with Ms. Brown today.

Homework

1. Create a Print Ad (Follow instructions for Day 2 - Media Literacy Homework Rubric)

4/21 - 4/22: Evaluate the Evidence and Recognize Bias and Stereotyping

Do NowLaunch: (Use Student Responses)

Personal Connection:

(4/21)When you buy new video games, puzzles, toys, or other products, do you pay attention to the pictures on the product packaging? Why or why not?

(4/22) Take the TV versus Life Quiz. How well can you distinguish fantasy from reality?

Direct Instruction:Products can wear masks, too!Consumers should

evaluate the evidence, verifying whether or not the product maker’s claims and assertions are true.

How do you feel when you remove products from their packaging? Are you ever pleased, confused, or unhappy? Some packaging provides accurate information, but be aware…

Hidden messages, whether positive or negative, serve a purpose.

Consumers should look for instances of bias and stereotyping.

Sometimes a writer’s bias is obvious, but often you will have to “turn on the lights” and read between the lines to recognize it.

Have you ever heard of subliminal (hidden) messages?

Guided Practice (4/21)These two reading

skills will prepare you to analyze and evaluate a sales pitch.

The folks on PBS Kids went on a shopping spree and they need our help. Does each product in their shopping bag really have the features that are implied on the packaging?

(4/22) Marketers often make sweeping statements about their products that may not be supported by facts. Sometimes, however, the claims and assertions are totally true.

Let’s go back in time and look at how well some products were marketed. Did they sell? Were they HOT or SNOT?

(Check for Understanding)We will use the discussion

questions for Days 3-4 to practice the skills that we learned today. You will have 3-5 minutes to examine these print ads and discuss them in your groups. Then you will present a reporting back summary of your discussion.

Click here for the discussion questions!

Independent Practice AssessmentLiteracy Centers1. Word Study: Word Maps

2. Writing: “Writing Activity” (IR, pg. 203)

3. Independent: Test Prep Packet B

4. Research/Tech: WebQuest – “Is the Price Right?”

5. Small Group: Those who scored at Basic level on the last benchmark will work with Ms. Brown today.

Homework1. Identify

Stereotypes in Advertising (Follow instructions for Days 3-4 - Media Literacy Homework Rubric)

4/23: Analyze Electronic Media

Do Now

Build Background:Create a list of ways in which people can hear about news, world issues, or products and services.

Launch

There are multiple ways to present information. Imagine you are watching a news story about a tiger that has escaped from the San Diego Zoo.

What are the different ways that the news could portray the animal?

Photojournalists could show the tiger in its natural habitat or as a scary, wild, vicious animal that attacks humans.

Media has the ability to limit or affect what we see and hear. Do you agree or disagree?

Direct Instruction(Explain: Uses and Effects of Images)

In order to interpret the messages you receive through electronic media, recognize how camera techniques are used. Do they affect your perception of reality?

The techniques can bias a viewer for or against a subject, product, or brand.

1. Camera shots (the long shot is reliable; the close-up and the low-angle exaggerates and distorts objects.)

2. Framing (the photojournalist decides what to include in a shot and what to leave out.

3. Props (celebrities, cute kids, talking animals, pretty women/handsome guys are often added to commercials.)

(Explain: Uses and Effects of Text and Audio)

The words you hear in a commercial or a news broadcast are called text.

The background sound is called audio.

Audio includes sound bites and music, just to name a few.

1. Sound Bites: short audio pieces of interviews mixed in with video clips.

2. Music: advertisers use music to give products a certain image such as cool, or tough, and to reach a target audience.

Guided Practice

We will view several Super Bowl commercials that incorporate camera techniques, text, and audio elements.

How does each commercial affect viewers?

- Frito-Lay (2004) - FedEx (2005) - Diamond Foods (2007) - Mars Snickers (2007)

(Check for Understanding)We will use the

discussion questions for Day 5 to practice the skills that we learned today. You will have 3-5 minutes to discuss them in your groups, then you will present a reporting back summary of your discussion.

Click here for the discussion questions!

Independent Practice Assessment

Literacy Centers1. Word Study and

Writing: Finish incomplete work

2. Research/Tech: “Jingle Quiz”

3. Independent: Test Prep Packet B

4. Small Groups: Those who scored at Basic level on the last benchmark will work with Ms. Brown today.

Homework: 1. Analyze and

Evaluate Commercials (Follow instructions for Day 5 - Media Literacy Homework Rubric)