Brooke Currier

EDUC 5311-010
10/13/16
Lesson Cycle
Lesson Title/Topic: Building Media Literacy for 8th grade
Concept: Understanding how the visual and auditory elements of media influence the message
Standards/Rationale: TEKS 110.20 (b) 13 (B): Students use comprehension skills to analyze
how words, images, graphics, and sounds work together in various forms to impact meaning.
Students will continue to apply earlier standards with greater depth in increasingly more complex
texts. Students are expected to interpret how visual and sound techniques (e.g., special
effects, camera angles, lighting, music) influence the message.
Learning Target: By either writing a
script or producing a 1 minute video, the
student will create a political advertisement
that utilizes 4 of 6 visual and sound
techniques discussed in class with 70%
accuracy.

Assessment: Completed script or video

Materials: Videos, Kagans Cooperative Learning, whiteboard and markers, graphic organizer,
PowerPoint, notes for Jot Thoughts activity, printed copy of assignment
Lesson Cycle: (Direct instruction)
The teacher will:
Focus/Mental Set:
Tell students to watch the following
video and pay attention to how they feel
during and after the ad. Encourage
students to jot down notes to help them
remember. (30 seconds)
Play Real Stories of Highway Patrol
video (1 minute)
(https://www.youtube.com/watch?
v=rb9XVKSb1XU)
Ask students, How did the video make
you feel? What about the video made
you feel that way?
Using Kagans Timed Pair Share (6.38),
give students 30 seconds of think time
and 30 seconds of share time per
partner.

The student will:

Watch video and take any notes

about how they are feeling
throughout the video.
Think about teachers question for
30 seconds.
Turn to shoulder buddy and discuss
question for 30 seconds.
Listen to shoulder buddy for 30
seconds.
If/when prompted, share response
with class.

Brooke Currier
EDUC 5311-010
10/13/16

Ask students to share how the video

made them feel, and why.

Teacher Input:
Tell students you will show the video
again, and ask them to consider the
questions below as they watch.
Show video.
Ask students, What do you think the
creator of the video was trying to tell or
sell you through this video? What was
the message?
What evidence can you show in the
commercial to prove that?
Write student-generated responses on
the board.
Provide graphic organizer to students.
Instruct students to use GO to take notes
on the techniques used in media.
Using the PowerPoint, introduce the
various techniques used in media to
influence viewer ideas and emotions
(lighting, sound bites, special
effects, camera angles, music,
images/color)
With each new concept introduced, ask
students to identify/revisit how it was
used in the video they watched at the
beginning of class.
Guided Practice:
Provide slips of paper for Jot Thoughts
structure (Kagan 6.28).
Tell students you will show a political
advertisement. Tell students to identify
and write down as many examples of
the techniques they just discussed as
they can spot in the video.
Show video #1 (Dangerous
https://youtu.be/WTylz2WToXw)
Give students an additional 20 seconds
to write. Instruct students to move all
slips to one half of the table, leaving the
other side empty.
Tell students to repeat activity for video

Listen to instruction and take notes

using graphic organizer.
Suggest ways in which the video
utilized the techniques being
discussed.

Watch Dangerous
Write as many examples of
techniques used as possible during
and after the video.
Watch Unfit
Repeat writing activity.
Share responses from table.
Respond to teacher questions by
alternating answers around table,
utilizing notes from Jot Thoughts
activity.
Continue to take notes using GO.
Collaborate with table to generate
best answers and share with class.

Brooke Currier
EDUC 5311-010
10/13/16

two, covering the empty half of the table

Show video #2 (Unfit
https://www.youtube.com/watch?
v=GsIhFog4aJg)
Give students an additional 20 seconds
to write.
Ask students to share answers, selecting
a few students from each table.
Use RoundRobin structure (Kagan 6.33)
to facilitate discussion of following
questions. Students may use their jots
to help answer the question.
Ask students the following questions:
Who was the creator of video one?
(30 seconds to discuss)
What do you think the creator of the
video was trying to make his or her
audience believe or think about Hilary
Clinton? What evidence can you show
in the commercial to prove that? (2
minutes to discuss)
Ask tables to share responses with class.
Who was the creator of video two?
(30 seconds)
What do you think the creator of the
video was trying to make his or her
audience believe or think about Donald
Trump? What evidence can you show in
the commercial to prove that? (2
minutes)
Ask tables to share responses with class.
Tell students to clear the table

Independent Practice:
Hand out printed copy of assignment
instructions. Tell students they will have
the remainder of the class period to
work with their table on either the
written script or the video production.

Closure:

Work with their table to create a

written script for a political
advertisement (with imaginary
characters), or have the option of
producing a one-minute video.
Use techniques discussed in class to
create effective advertisement. Refer
to graphic organizer to assist.
Hand in the assignment in three
days.

Brooke Currier
EDUC 5311-010
10/13/16

Using Kagans Inside-Outside Circle

(6.27), have students answer the
following questions:
How can a media message be
influenced by lighting?
What are three emotions music might
make you feel?
What strategies can you use to think
critically about what you see on TV?

Options:
Enrichment:
Modifications/Correctives:

References:

Reteach:

Pair up with a classmate from

another table.
Form two circles, with inside circle
facing out toward outside circle.
Listen to teacher question.
Inside circle answers, outside circle
listens.
Repeat, with inside and outside
circle alternating answering the
question.