Media Messages Unit Lesson Plans

LIBRARIAN: Ms. Lucinda Erbach GROUP: 5 th Grade

CONTENT TOPIC: Reading: Media messages, how they are constructed and for what purposes.
SOL: Reading 5.3: The student will STANDARDS FOR THE 21ST CENTURY LEARNER:
learn how media messages are 1.1.1, 1.1.2, 1.1.6, 1.1.9, 1.2.3, 1.2.5, 1.3.1, 1.3.4,
constructed and for what purposes. 1.4.2, 1.4.4
a) Differentiate between auditory, 2.1.3, 2.1.4, 2.1.5, 2.1.6, 2.2.4, 2.3.1, 2.3.2, 2.4.3, 2.4.4
visual, and written media messages.
3.1.2, 3.1.4, 3.1.6, 3.2.1, 3.2.2, 3.2.3, 3.3.1, 3.3.2,
b) Identify the characteristics and
effectiveness of a variety of media 3.3.4, 3.4.2, 3.4.3
messages. 4.1.5, 4.1.8, 4.3.2, 4.4.4
CLASS LENGTHS: 40 45 minutes.
LESSON LENGTHS: 25 minutes (remaining class time to be used for book checkout & reading)
LESSON # 1 (of 5):
Unit LEARNING OBJECTIVE for this Lesson:
1. TSWBAT correctly name three different media message formats on a short answer exit ticket.
ASESSMENTS:
Pre-Assessment of Unit Learning Objectives #1 -3:
Whole group KWL chart on knowledge of media messages types and purposes.
Formative Assessment Formal:
Each student writes on a slip of paper three media message formats.
STRATEGIES FOR REMEDIATION:
Librarian will use the formative assessments to determine small groups for the next class
period/lesson. If misconceptions were had across the class, focused review will occur prior to
assignment of activity.
RESOURCES STUDENTS WILL USE: __X__Internet (free broadcast TV and search engine
websites) ___X___ Magazines (any in circulation) __X__ Newspapers (any in circulation)
INSTRUCTION/ACTIVITIES:
BEFORE:
- Show, on SmartBoard, a TV commercial for a childrens toy. Ask the students what it was
and what it was for.
- Make a KWL, on SmartBoard, for media messages (formats, products, etc.)
DURING:
- Watch and make note on flip chart of vocabulary: authorship, format and audience, the
BrainPop Media Messages video.
- Have students brainstorm different examples of each.
AFTER:
- Students, working with up to 2 others if they choose, find examples using the Chromebooks,
or magazines and newspapers available in the library.
- Whole group, share one example found and have students reflect on how hard/easy it was to
find different examples.
- Students write on a slip of paper their name and at least three different media message
formats.
Strategies for Differentiation:
- Some examples will already be found and given to some students to review and decide what
kind of examples they are.
- Adults and peers are available to give guidance/help as needed.
LESSON # 2 (of 5):
Unit LEARNING OBJECTIVES for this Lesson:
2. TSWBAT correctly verbally identify, with the help of peers in a small group, the audience and
purpose of a given media message shown to them in class.
3. TSWBAT correctly name at least four of five categories of attributes of constructed media
messages on a short answer exit ticket.
ASSESSMENTS:
Formative Assessment Informal:
Student table groups will be asked to identify the audience and purpose of media messages
shared by their peers.
Formative Assessment Formal:
Each student writes on a slip of paper all of the attributes of constructed media messages they
can remember.
STRATEGIES FOR REMEDIATION:
Librarian will use the formative assessments to determine small groups for the next class
period/activity. If misconceptions were had across the class, focused review will occur prior to
assignment of activity.
RESOURCES STUDENTS WILL USE: __X__Internet (free broadcast TV and search engine
websites) ___X___ Magazines (any in circulation) __X__ Newspapers (any in circulation)
INSTRUCTION/ACTIVITIES:
BEFORE:
- Show, on SmartBoard, a TV commercial for a non-profit organization. Ask the students what
it was and what it was for.
- Review (briefly or more detailed if necessary) vocabulary (authorship, format and audience)
from previous lesson.
DURING:
- Have another student group present their media message from the previous lesson.
Everyone identify the already learned attributes of the message.
- Define new attributes vocabulary: content and purpose. Tie it into the non-profit commercial
shown.
- Have remaining student groups present their media messages from the previous lesson.
Everyone identify all five attributes.
AFTER:
- Assigned small groups will be given specific criteria for the attributes of a media message and
they need to find an example that fits at least 3 of the 5 attributes to present to class.
- Whole group share as many of what the groups found as time allows.
Strategies for Differentiation:
- Extra attribute assignments for groups that finish quickly.
- Some examples will already be found and given to some students to review and decide which
would fit the criteria for which they are looking.
- Adults and peers are available to give guidance/help as needed.
LESSON # 3 (of 5):
Unit LEARNING OBJECTIVE for this Lesson:
4. TSWBAT, with the help of peers in a small group, locate and present to the class at least one
media message in the library, using all available resources, to fit some assigned criteria based on
the attributes of media messages.
ASSESSMENTS:
Formative Assessment Informal:
Librarian observes product of student group presentations.

Student Self-Assessment: Students reflect on these questions:

How did they work with their peers? Any changes need to be made moving forward?
Do they understand the different attributes and how to identify them?
STRATEGIES FOR REMEDIATION:

RESOURCES STUDENTS WILL USE:

INSTRUCTION/ACTIVITIES:
BEFORE:

DURING:

AFTER:

Strategies for Differentiation:

LESSON # 4 (of 5):

Unit LEARNING OBJECTIVE for this Lesson: (on-going, only informally assessed during this lesson)
5. TSWBAT, work in a small group of peers to effectively construct and clearly present to their
classmates a media message, using a medium of their choosing, to sell a product or influence
opinion that meet the criteria for their pre-identified media message attributes they use in their
message.
ASSESSMENTS:
Formative Assessment Informal:
Librarian observes student group progress.

Student Small Group Self-Assessment/with the Librarian: Student groups reflect on these questions:
How are they doing with working together? Any changes need to be made moving forward?
Are they making good progress? Do they need help?
STRATEGIES FOR REMEDIATION:

RESOURCES STUDENTS WILL USE:

INSTRUCTION/ACTIVITIES:
BEFORE:

DURING:

AFTER:

Strategies for Differentiation:

LESSON # 5 (of 5):

Unit LEARNING OBJECTIVE for this Lesson:
5. TSWBAT, work in a small group of peers to effectively construct and clearly present to their
classmates a media message, using a medium of their choosing, to sell a product or influence
opinion that meet the criteria for their pre-identified media message attributes they use in their
message.
ASSESSMENTS:
Summative Assessment Formal:
Librarian observes product of student group presentations using a rubric. This includes feedback
from their peers.

Student Self-Assessment: Students reflect on these questions:

How did they work with their peers? What could they have done differently to help?
Do they understand how media messages are made and their purposes?

STRATEGIES FOR REMEDIATION:

RESOURCES STUDENTS WILL USE:

INSTRUCTION/ACTIVITIES:
BEFORE:

DURING:

AFTER:

Strategies for Differentiation: