15
THEMATIC UNIT PRESENTATION: EDCI/RELB 511 FIORELYS MENDOZA MORALES

Thematic Unit-F. Mendoza

Embed Size (px)

DESCRIPTION

Thematic Unit for Teaching Methods

Citation preview

Page 1: Thematic Unit-F. Mendoza

THEMATIC UNIT PRESENTATION:

EDCI/RELB 511FIORELYS MENDOZA MORALES

Page 2: Thematic Unit-F. Mendoza

Introduction

This slideshow portrays a three-day thematic unit of an English Language Arts class for a sixth grade English inmersion school.

The purpose of this unit is to develop media literacy in students while reflecting upon Jesus teaching methods to present this eye-opening lesson.

Page 3: Thematic Unit-F. Mendoza

Five Core Concepts of Media

1.All media messages are constructed.2.Media messages are constructed

using a creative language with its own rules

3.Every person experiences the same message differently.

4.Media have embedded values and points of view.

5.Most media messages are organized to gain profit and/or power.

Page 4: Thematic Unit-F. Mendoza

Course: English Language Arts-Sixth Grade

DAY 1

Page 5: Thematic Unit-F. Mendoza

DAY 1:Engaging the Student- Examples Showing a slide in a presentation that shows colors yellow and

red making a specific pattern will capture students’ interest. Students will try to guess what does the image (which has no letters) stands for. When someone guesses that it is McDonald’s we will go on to explain why he or she realized it stood for that. After commenting on the use of shades, color, and shapes we will begin our lesson on rhetoric and mass media.

Students will start asking themselves what processes and strategies advertising create to develop unconscious brand knowledge in consumers.

Example:

What is this advertisement for?

Page 6: Thematic Unit-F. Mendoza

DAY 1: Class Sequence

Page 7: Thematic Unit-F. Mendoza

DAY 2: Media Literacy

Page 8: Thematic Unit-F. Mendoza

DAY 2: Engaging the Student

Tool for engaging in discussion: http://www.youtube.com/watch?v=iYhCn0jf46U

• Ask students about the discussion in previous class.

• Talk about the purpose of mass communication.

• Present a video on the use of Photoshop

Page 9: Thematic Unit-F. Mendoza

DAY 2: Class Sequence

Add procedure here Step one Step two

Page 10: Thematic Unit-F. Mendoza

DAY 3: Exemplifying Media Awareness and Rhetoric- Creating a Commercial

Page 11: Thematic Unit-F. Mendoza

DAY 3: Engaging the Student Review pillars of persuasion in

communication: ethos, pathos, and logos; elements used to persuade audience of the speaker’s credibility, emotional connection, and/or logical argument.

Present an original commercial made by students.

Watch video:http://www.youtube.com/watch?

v=I0KvKNCCgIQ

Page 12: Thematic Unit-F. Mendoza

DAY 3: Class Sequence

Page 13: Thematic Unit-F. Mendoza

Overview of Lesson

The lesson begins on Day 1with an overview of the mass communication theories along with videos to further explain the ideologies posed and how these influence the population. The lesson also provides an exercise on logo recognition to analyze how companies train our brain to distinguish brands.

On the second day students will use their sensory skills to analyze a magazine cover. After studying the elements of persuasion, media influence, rhetoric, and symbolism each group will establish which elements are used to persuade the viewer of a given perception. These range from: false perception of beauty, happiness, popularity, among others. Their findings will be presented in class.

During the third day students will use the pillars of persuasion to develop a commercial of an original product. This will be a very creative project where they can apply all of the knowledge acquired on mass communication and rhetoric to persuade the target audience.

Page 14: Thematic Unit-F. Mendoza

Cohesiveness with Jesus Teaching Methods

The unit on media literacy holds a tight connection with the teaching methods used by Jesus. Throughout this lesson one can develop individual attention. Mass media is a very popular and interesting topic for youngsters and providing them with technology, visual aids and numerous examples to help them understand the ideologies behind constructing messages is something that will empower their learning experience greatly.

The activities incorporated excite students thus they do things like role-play, drama, use of technology and discussion of popular culture.

Group work allows the students to develop their communication skills, hone their creativity and enhance their interpersonal intelligence. Plus they develop the art of listening, respecting ideas, tolerance, among other important qualities that are necessary to succeed in educational, technical and community aspects of life.

Page 15: Thematic Unit-F. Mendoza

Conclusion: Relevance of Lesson

Nowadays young adults are being bombarded by lots of propaganda through mass media which portrays negative lifestyles as “okay”.

These false ideologies about beauty, diversity, bad lifestyles portrayed as “cool” and other deviated ways of living permeate daily in newspapers, magazines, internet, radio and television.

This unit touches up on the importance of students’ understanding on how media messages are constructed to disseminate false ideologies as ordinary and normal practices when they are not.

We must discern what type of ideologies we are being unconsciously taught and if they are agreeable to God.