You can find my MMP Update #2 with the most recent word document of the "Intro to Media Literacy" lesson (the student sheet) here. (Any feedback you can provide for me on the documents/discussion board would be so incredibly helpful!
LbyD Placemat!
STUDENT RESOURCE
1. Learning Focus:
- Knowledge domain: Life Science
- Curriculum: NJCCS 5.3.6.C.1; 5.3.6.C.2; 5.3.6.C.3; 5.3.8.C.1
- Unit: Biomes
- Grade: 7
- Ages: 12-13
- Modes of meaning: Written (student worksheet, see Thinkfinity link above); Spoken (group analyzation of published media); Visual (both movie and still image advertisements); Audio (listening to movie advertisements; listening to each other)
2. Knowledge Objectives:
Upon completion of this Learning Element, students will be able to:
- identify key elements of design (as outlined by Golombisky and Hagen [2010])
- associate appropriate vocabulary with the various elements of design
- assess whether various video and still image advertisements effectivel convey their messages
- apply the elements of design to multimodal presentations
- transform research information into multimodal presentations using the elements of design
3. Knowledge Process:
- Experiencing the known: Think-pair-share. Think of a few TV commercials, or ads that you have seen that stand out to you. What made them effective? What about some commercials that you thought were really poor? Are the 'annoying' commercials effective because they get stuck in your head? Write down a few ideas on a piece of paper with the person sitting next to you and be ready to share your ideas with the class.
- Experiencing the new: Worksheet/class activity. We will view TV advertisements as well as look at a few still image advertisements. Some of these will be novel, others are very popular and this prior knowledge will help us build our vocabulary, and identify what is and is not an effective advertisement.
- Conceptualizing by naming: "Bundling". We will learn a handful of new words that are outlined on a worksheet (will be posted with the final MMP project). The vocabulary words are at the top of the page, and there are four boxes with the following titles: Still Images, Movie Presentation, Poem, and PowerPoint. We will relate these vocabulary words to the ads that we deem 'effective', and will then place the words in appropriate boxes. This will help us when creating our multimodal presentations, and writing our poems.
- Conceptualizing with theory: This will be implemented as we learn to associate our new terms with the advertisement examples provided throughout the lesson. We will assess whether ads were effective or not, and why. In addition to the vocabulary worksheet, on the back there are two questions that students should use to start their thinking process: 1) How
can I use these elements of design to create a presentation that is effective
as possible? and 2) How
can I use these elements of design to create a poem that has an attractive layout,
while at the same time effectively conveying my poem’s message?
- Analyzing functionally: As stated above, there are two questions to prompt thinking and to help students make the connections between the elements of design they saw in the TV commercials and the still images advertisements.
- Analyzing critically: Gains -> The students gain from this experience, despite its brevity, because it enhances their learning experience by incorporating multi-sensory elements to the presentations. The students also gain because they are connecting with their research in different ways, not just through the traditional means of literacy (read/write), but through Web 2.0 tools. The teacher benefits because this is a new way to facilitate learning, and it is in a new, fun, creative way.
- Applying appropriately: Modeling. Students will have an opportunity to see an example of a multimodal presentation that effectively conveys the research information, as well as present it in a clear, and concise manner. (This is currently "in progress".)
- Applying creatively: Multimodal presentation & Poem. The students will be introduced to the two components of the project, and will have an opportunity to brainstorm with their group members how to best implement the elements of design into their multimodal presenation. The poem will be done individually, but students are still encouraged to seek advice and converse about different elements of design that they think will enhance their poem's presentation.
4. Knowledge Outcomes:
Upon completion of this Learning Element, students will show that they can:
- apply elements of design/media literacy to multimodal presentation
- assess an effective and non-effective advertisement
- justify their reasoning for what makes an effective and non-effective advertisement
- The completion of this lesson will provide students with vocabulary to assess their own projects.
- Students will have a working understanding of what elements of design are and how they can benefit their presentation.
- Students will also have a working understanding of how to assess another's work
5. Learning Pathways:
- Using multimedia software to create a multimodal presentation
- PowerPoint, MovieMaker, Animoto, Masher
- Students will be introduced to a new discussion forum set up
- Students will learn how to upload information to the discussion board
- Students will learn how to comment (appropriately) on the discussion board, and follow an ascynchronous conversation
6. About this Learning Element:
- The main goal of this learning element for the students is to get exposure to elements of design, and how these elements can enhance their presentations.
- The purpose is to not only enhance visually, but also in terms of conveying an effective message.
- Some students may not grasp all of the concepts right away, which is why these worksheets are available to students throughout the entire project, and are meant to be used as reference not as 'quiz' material.
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