Unit Plan ps2

Leah Fowler
Ed 3601 Curriculum and instruction
Sydney Cleland
PS2 Spring 2017
Unit: Media- Violence in the Media
Grade: 7 ELA
Dates taught: March 6th- April 12th
Five classes per week at 40 minutes a class for 6 weeks
Teacher associate: Gay Lagler
School: St. Marys School

Table of contents:
1.Overview
2. Rationale
3. Resources and materials
4. Objectives/ Goals and Learning activities/ instructional strategies
5. Assessment and evaluation
6. Enrichment, considerations, differentiation
7. Connections to other areas of curriculum
8. Plan for accompanying display
9. Reflections
Appendices:
I. Lesson plans
II. Unit plan assessment

1.Overview:
Media violence:
This unit will be focused on analyzing, understanding and synthesizing the media. More
specifically, this unit focuses on violence in the media. This unit will focus on four different kinds
of mediums containing media violence: News casts, PSAs, sports and video games. The students
will gain the skills necessary to become smart consumers of the media, while also focusing on how
smart producers create captivating media. The students will consider multiple perspectives: the
audience or consumers, why different consumers may have different perspectives, the producers
and what limitations or benefits producers of different media mediums may have. There will be
four key concepts that the students will keep in mind and refer back to throughout the unit: 1 Each
medium has its own language, style, form, techniques, conventions and aesthetics. 2 The media
contains beliefs and value messages .3 The media have special interests (commercial, ideological,
political). 4 Each person interprets messages differently.
The unit consists of a number of different activities. Each different medium of media
contains different reading, writing, speaking, listening viewing and representing activities. Some
examples include:
Reading and writing:
o Writing in response to different media shown using both free and guided
writing.
o Reading and working to analyze many different forms of media
Viewing and representing:
o Viewing many different forms of media including: newscasts, sports clips,

PSAs and video game advertisements.
o Representing understanding and analysis through creating and sharing with
the class including: creating a chart based off of the news clips they watched,
creating their own news clips using a storyboard, creating their own PSAs and
creating and arguing their opinion during a sports debate.
Listening and speaking:
o Presenting a number of different activities to the class to work on speaking skills
o Writing accompanied with viewing of texts to ensure the practicing of listening skills
The literature involved in this unit is solely media based literature. We will not be working
with one written text, but rather a variety of different media forms. These forms include: News
clips, news articles, commercials, political debates, public service announcements, sports reports,
video game advertisements and video game reviews.
2. Rationale:
Students needs and interests:
Addressing student needs: Doing a media unit is a way to step away from written text and
expose the students to the idea that there are many other forms of literature outside of written.
Upon receiving the IPPs from my TA I realized a lot of the kids struggled with reading; upon talking
with the students, many expressed disdain for English due to the amount of reading. Showing them
that reading and interpreting literature can happen in many different ways will hopefully help with
motivation and engagement.

Meeting student interest: Choosing four different types of media to focus on allowed me to
ensure I was incorporating the interest of the students into my lessons. All of the students showed a
high interest in sports and many of them an interest in video games. Not only are the students
interested in these things but, many of them are experts on them; this will once again work to
increase participation, motivation and overall enjoyment of the learning.
Connections:
This unit will be following a novel study unit; a unit in which the students spent a lot of time
reading from a written text. Having this unit follow the novel study will be a good change of pace for
the students as it allows for a different form of interpreting text. This unit also connects with film
vocabulary they have previously been taught.
Content and activities:
The content and activities used in this unit put a lot of responsibility into the hands of the students,
which will work well and increase engagement for this particular group. It allows them to make
their own interpretations and read the texts in the way they want. The activities allow for a lot of
movement, group work and talking which works well with any junior high group. The content and
activities work to show students that the reading of text can be done in a variety of ways.
Link to program of studies:
This media unit connects with a myriad of general and specific learner outcomes from the program
of studies.
3. Resources and materials:
Technology:
The finished version of this unit plan will contain the power point used for this unit. This
PowerPoint will likewise contain links to all the different media used.
Texts for students:
Intro to media videos:
These short clips will be used for an intro to analyzing media activity. We will watch each clip and
then do a guided writing in our journals answering questions pertaining to the clip:
https://www.youtube.com/watch?v=0UzfA6mFjkY
https://www.youtube.com/watch?v=iB1qaiazZRM
https://www.youtube.com/watch?v=2RUYkzJio24
https://www.dogonews.com/2017/2/20/video-of-the-week-wedding-bells-for-canine-
couples-in-peru
News clips and articles:
The following short newscasts will be used in an analyzing newscasts activity. The students will
work to deconstruct newscasts:
https://www.youtube.com/watch?v=Ji_vdXAVjtQ
https://www.youtube.com/watch?v=VDv3_KfdBs4
https://www.youtube.com/watch?v=EUrjr5JFfds
https://www.youtube.com/watch?v=cxxAAG7_xJo
PSAs:
The following videos are two PSAs. The student will watch the PSAs and do a before, during and
after reading activity focusing on bullying and gender:
Words Hurt: https://www.youtube.com/watch?v=1j6YA03hm4k
Walk away: https://www.youtube.com/watch?v=_sxr9N1FQbo
The following videos are PSAs used for our analyzing PSAs activity. We will break these
PSAs down and use them as examples in order to create our own:
https://www.youtube.com/watch?v=nWJut7KQhI4
https://www.youtube.com/watch?v=RgVtggDRpUc
https://www.youtube.com/watch?v=wY7Gvq0P4hc&t=7s
https://www.youtube.com/watch?v=G2lKP4KLNGk
https://www.youtube.com/watch?v=X8j4Fxko1Ck
Sports Violence:
Students will read through the following websites to answer a series of questions on hockey
fighting in class 9:
Hockeyfights.com, hockeyfighters.com, Goonblog, Crashingthenet.com
The following videos and websites will be sued for students to begin their research in class 10
(including both for and against):

http://www.thehockeynews.com/news/article/current-and-former-nhl-players-bristle-at-debate-
over-abolishing-fighting
https://www.nhl.com/news/nhl-players-want-to-keep-fighting-even-if-rule-changes-on-the-
horizon/c-406011
http://www.thehockeynews.com/news/article/fighting-in-nhl-is-down-naturally-but-now-is-the-
time-to-ban-it-outright
http://www.torontosun.com/2013/12/17/its-time-to-make-a-stand-against-fighting-in-the-nhl -
Video games:
The following website will be used to explore video game ratings:
https://www.esrb.org
Literature consulted to create this unit:
o Nelson Literacy: Planet You, Turning Points. Jennett Mackenzie. Nelson education.
o Nelson Literacy: Whats Next, It Takes Courage. Jenentte Mackenzie. Nelson Education
o Literacy 9: Selections for Modelling and Demonstration. Jennette Mackenzie. Nelson
Education.
4. Objectives/ Goals and Learning activities/ instructional strategies:
Monday Tuesday Wednesday Thursday Friday
Day one Day two (Introductory) Day three Day four Day Five:
(Introductory) Title: Intro to media (Developmental) (Developmental) (Developmental)

violence
Title: Intro to media Learning outcomes: 5.1 Title: Media violence Title: Media violence Title: Media violence
Learning outcomes: Respect Others and and newscasts and newscasts and newscasts
1.1 Discover and Strengthen Community. Learning outcomes: Learning outcomes: Learning outcomes:
Explore Appreciate diversity 2.2 Respond to Texts. 2.4 Create Original 4.3 Present and Share
Express ideas and 5.2 Work within a Group Construct meaning Text. Generate ideas. 5.2 Work within a
develop understanding Learning objectives: from texts Structure text. Group
2.2 Respond to Texts Students will: Understand 2.3 Understand Forms, 3.1 Plan and Focus. Learning objectives:
Experience various what media violence is Elements and Focus attention. Students will:
texts and how it affects Techniques Determine information Create their own news
Learning Objectives: everyday life 3.3 Organize, Record needs. Plan to gather cast using the
Students will: Understand that there are and Evaluate information. information learned in
Understand what many different Learning objectives: Learning objectives: previous lessons
perspectives when it Students will: Students will:
media is and why it is
comes to viewing media Understand that Each Understand the Apply their knowledge
important to study Analyze the different medium has its own constraints when it of how to be smart
Understand that media perspectives and why language, style, form, comes to creating a producers in order to
surrounds our certain individuals may
techniques, news cast and how it give their presentations
everyday lives Analyze hold a certain perspective.
conventions, and might affect the content
different media texts
Description of lesson: aesthetics and the delivered Present their
and personally information gathered
Students will media contain beliefs
respond Create their own news
- Review from last class. and value messages.
Discuss what kind of
cast using the Lesson description:
Description of lesson: information learned in Students will
media we will focus on. Understand how the
Define media violence and
previous lessons -Continue to work on
Students will news can be bias and Lesson description:
discuss why it is and complete their
why Students will story boards
-Be introduced to the important to learn about.
- Review the definition - Discuss what it
what the next few - Focus on the key Analyze different news of bias from last class. means to be a good
concept that different clips to see how they are
weeks will look like, Discuss reasons why producer and take
people have different constructed
the vocabulary sheet newscasts may contain this into
perspectives. Discuss why Lesson description:
that will be used bias; what are their consideration when
this might be and Students will limitations? practicing to present.
through the unit, the 4 complete a group work - Be introduced to the - review what went - Present their
key concepts of the activity considering 4 different mediums of into making a news storyboards to the
unit, the definition of different perspectives. media they will cast from last class rest of the class
Each group will share explore
media. They will - create their own - Complete a journal
what they discussed with - Explore and discuss
brainstorm what short newscast in reflection on the
the class. the idea and definition
constitutes ad media, groups using a story small project
of bias in news casts board and present it to
where they see media - Focus on the key the rest of the class.
in their every day life concepts: media has
and why it might be their own belief and
important to study. messages and each
medium is constructed
in a different way
- Complete a guided - Do a news clip
writing activity based viewing activity and
on different types of deconstruct what goes
into making a news
media shown
clip
answering questions
like: what did you like,
what didnt you like,
what drew your
attention to it, why and
how. We will then have
a discussion on how to
be smart producer and
captivating consumer.
No class PD day Day Six Day Seven Day Eight No Class

Title: PSAs Title: Becoming the Title: Creating PSAs
(Developmental) producer (Developmental)
Learning outcomes: (Developmental) Learning outcomes:
Learning outcomes: 1.1 Discover and
2.2 Respond to Texts 2.3 Understand Forms, explore
Elements and 2.4 Create Original
Plan and Focus
Techniques Text
3.3 Organize, Record and 3.1 Plan and Focus 3.1 plan and focus
Evaluate Learning Objectives: Learning objectives:
Students will: Students will:
Learning Objectives: Understand a variety of Understand the key
camera angles and shots ingredients that go into
Students will: making a PSA
Understand the Analyze how PSAs are
meaning and created in terms of Apply their knowledge
importance of PSAs camera angles and shots
Create their own PSA
Analyze the difference Deconstruct PSAs and Description of lessons:
between the understand what goes Students will
representation of boys - review the information
into creating them
they learned in the prior
in girls in PSAs lesson during their
Description of Lesson:
viewing PSA activity
Deconstruct why and
Students will - Go over the rubric,
how PSAs are made expectations and
-Review some of the requirements for
Description of Lesson: creating their PSA
aspects and camera
- In small groups of 2-3
Students will shots they viewed in the create an outline or
PSAs we worked with rough draft of their PSA
- Be introduced to PSAs
and have it approved by
and the importance of the class before the teacher
PSAs - after rough draft is
- View different videos complete begin the final
-Discuss bullying and how showing examples of draft on their storyboard
gender affects how different film terms and handout
bullying is portrayed attempt to define each
term using the video
- Watch the PSAs Words shown. They will also
Hurt and Walk Away and do this for different
complete a before, during shots and angles
and after reading activity
that they will share with - Work to deconstruct
the class PSAs by talking about
the emotion, mood,
-Have a wrap up tone, setting, visuals and
sound in different PSAs
discussion on the
importance of what we
viewed
No Class Assessment Day nine Day ten Day eleven Day twelve
Title: Intro so sports Title: Debates Title: Debates Title: Video game
PD violence (Developmental) continued violence
(Developmental) Learning outcomes: (Developmental) (Developmental)
Learning outcomes: GLO: Students will Learning outcomes: Learning outcomes:
GLO 1: Students will listen, speak, read, GLO: Students will Students will:
listen, speak, read, write, write, view and listen, speak, read, GLO 1: Students will
view and represent to represent to explore write, view and listen, speak, read,
explore thoughts, ideas, thoughts, ideas, represent to explore write, view and
feelings and experiences. feelings and thoughts, ideas, represent to explore
1.1 Discover and explore experiences. feelings and thoughts, ideas,
1.1 Discover and experiences. feelings and
GLO 3: Students will Explore 1.1 Discover and experiences.
listen, speak, read, write, GLO: Students will Explore 1.2 Clarify and
view and represent to listen, speak, read, GLO: Students will Extend
manage ideas and write, view and listen, speak, read, Consider the ideas of
information. represent to manage write, view and others
3.1 Plan and Focus ideas and information. represent to manage GLO 2: Students will
Learning objectives: 3.1 Plan and Focus ideas and information. listen, speak, read,
Students will: Analyze Learning Objectives: 3.1 Plan and Focus write, view and
violence and their Students will: GLO: Students will represent to
affect on different Analyze different listen, speak, read, comprehend and
sports research in order to write, view and respond personally
argue for or against an represent to enhance and critically to oral,
Research the affect on issue the clarity and artistry print and other
fighting in hockey of communication. media texts.
Create persuasive 4.3 Present and Share 2.3 Understand
Explore their own arguments in order to Learning objectives: Forms, Elements and
perspectives when it support ones stance Students will: Analyze Techniques
comes to violence in Description of lesson: different research in Learning objectives:
sports Students will: order to argue for or Analyze the different
Description of lesson: - Review from the against an issue ratings given to
Students will: previous class and
- Rate a number of sports discuss why hockey is video games
Create persuasive
from most to least violent so lightly penalized arguments in order to
and discus the type and - Be given a stance, Explore their own
support ones stance
severity of violence in each either for or against perspectives and
sport fighting in the NHL and Present their arguments understanding
- Do a group discussion plan their arguments /
answering a series of in a clear and concise
counter arguments Explore others
questions pertaining to using a graphic manner
perspectives
hockey violence, why its organizer. Description of
attractive to viewers and Appreciate multiple
They will be given lesson:
what affect it has on perspectives
starter websites to Students will
hockey Description of lesson:
begin researching - Look at the different
Students will
- Complete a research ratings give to video
-Have half of the class
worksheet using different games and what each
to finish their research
hockey fighting websites rating means
and complete their
looking at how hockey -Choose a video game
arguments
fighting is portrayed and discuss in groups and
- Get into groups of 4
considering audience using a worksheet
with two for and two
against debaters. 1 organizer: discuss the
person debating for and violence seen in the
one against will debate video game, give the
their arguments. The game an individual
other 2 will give rating, discuss your
feedback on their peers individual rating with
arguments using 2 stars your group, give the
and a wish. The students game a group rating
who gave feedback will - Share their findings
then debate and the and organizer with
debaters will give the class
them feedback - Discuss as a class
- Have the opportunity questions like:
to share some of their
arguments with the class
Why might violence
- Complete journal
be apart of games ?
response wiring about
Why might different
one argument
people have given the
opposing theirs that
game different
they liked and why
ratings ? Do you
think ratings would
affect the sale of the
game?
Day thirteen Day fourteen Day fifteen Day sixteen No class

Title: Review Title: Final project Title: Study guide
(Culminating) (Culminating) Title: Final project Learning
Learning Learning objectives: (Culminating) objectives:
objectives: 3.1 Plan and Focus: Learning 1.1 Discover and
1.1 Discover and Plan to gather objectives: Explore
Explore information: plan and 3.1 Plan and Focus: Express ideas and
Express ideas and organize data collection Plan to gather develop
develop based on instructions, information: plan understanding
understanding explanations and pre- and organize data express personal
2.3 Understand established parameters collection based on understandings of
Forms, Elements and Focus attention: use instructions, ideas and
Techniques note-taking, outlining explanations and information based
Understand forms or representing to pre-established on prior knowledge,
and genres summarize important parameters experiences with
Learning outcomes: ideas and information Focus attention: use others and a variety
Students will: Learning outcomes: note-taking, of oral, print and
Remember prior Apply prior knowledge outlining or other media texts
learning done to gather information representing to
throughout the unit summarize 2.3 Understand
Description of lesson: important ideas Forms, Elements and
Understand the and information Techniques
important concepts we Students will: Learning outcomes: understand forms
have discussed and genres
- Be introduced to their Students will: Apply Identify the
throughout the unit final project including prior knowledge to characteristics of
the rubric and gather information different types of
Description of expectations
lesson: media texts
Description of
- Get into groups and
Students will lesson: Learning outcomes:
begin to gather
Students will:
- review the key information and Students will: Remember prior
concepts and big ideas resources to complete information
from the unit to the project - Go over the final
prepare for the unit project rubric and Gather information
test by working expectations
through a study guide Description of
- Continue to gather lesson:
and gather all the
information and
assignments,
brainstorm their Students will
worksheet, projects
project.
they have completed - Go over there study
- Begin to organize
their information guide and have a flex
into a presentation. period to study and
gather information
Day seventeen Day eighteen Day nineteen: Day twenty:

Title: Final project Title: Final project
(Culminating) Day 18 will be a Day 19 will be a presentations
Learning continuation of 17. continuation of 17 (Culminating)
objectives: and 18. Learning
3.1 Plan and Focus: objectives:
Plan to gather 3.1 Plan and Focus:
information: plan Plan to gather
and organize data information: plan
collection based on and organize data
instructions, collection based on
explanations and instructions,
pre-established explanations and
parameters pre-established
Focus attention: use parameters
note-taking, Focus attention: use
outlining or note-taking,
representing to outlining or
summarize representing to
important ideas summarize
and information important ideas
Learning outcomes: and information
Learning outcomes:
Students will: Apply
prior knowledge to Students will:
Organize and
gather information
summarize
Description of information
lesson: Present their
Students will: knowledge
- Go over the final Description of

project rubric and lesson: Students will
expectations - Individually present
- Continue to gather their power points in
information and small groups (4 or 5)
brainstorm their -Take notes on
project. others presentations
- Begin to organize summarizing their
their information information
into a presentation.
5. Assessment and evaluation

Formative: Formative assessment for this unit will include: self evaluations checklists, group work
evaluations checklists, journal responses to learning, teacher feedback on journal responses and
activities, teacher feedback on presenting of activities
Summative assessment: Summative assessment will include a unit test and a final project.
(Full outline and description of assessment tools can be found in the Unit Assessment Plan
Appendix.)
6. Enrichment, considerations, differentiation:
o Readings: The literature used for this unit is easily accessible for both students who may
struggle with reading or students who are absent. Having the ability to view or listen to the
text allows for a level of accessibility that written literature may not allow. The literature
used for this unit allows for students who struggle with reading the realization that reading
and interpreting can happen in a number of ways, possibly a way that works better for them.
o Assignments: The assignments allow for a wide range of interpretations an understanding
allowing for the generation of ideas to be more accessible. Most of the assignments are
partnered with group work allowing students who may not understand or be able to
generate ideas a forum to listen to others and hopefully gain their own understanding.
o Timeline: I have left flex days at the end of the unit to allow for a flexible timeline and ensure
that the class can go at a pace that works for them. The flexible time line allows students who
may not work at the same pace as the rest of the class to have a few extra days to work
towards catching up.
7. Connections to other areas of curriculum:
Digital citizenship:
Digital citizenship or 21st century learning is a program that is frequently being implemented into
schools. In a technology-driven knowledge society and globalized world, preparing our students for
success involves a focus on important skills and attributes such as digital literacy and citizenship.
This unit allows students to gain media literacy and thus, digital literacy.
Social studies:
Skills and processes:
o 7.S.1 develop skills of critical thinking and creative thinking
o 7.S.5 demonstrate skills of cooperation, conflict resolution and consensus building
o 7.S.8 demonstrate skills of oral, written and visual literacy
o 7.S.9 develop skills of media literacy
8. Plan for accompanying display:
The students will be doing activities for all four mediums of media. I hope to display each activity
for each medium in some way whether it is on a bulletin board or posted around the classroom. I
think it is important to publish and display students work, thus I will try to do so as much as
possible.
9. Reflections:
Prior to teaching:
As unit planning (properly) is new to me, I was a bit apprehensive upon beginning to create my
unit. However, I have found it very beneficial to create a plan knowing what the end goal is; being
able to see the full picture made connecting the learning throughout easier
I believe I have created a unit that will peak the interest, engagement and motivation of the
students. My biggest goal was to make the learning relevant to their everyday lives, including things
they enjoy. I hope that using media based text will give them a new appreciation for English and a
wider knowledge of what constitutes as literature and text. After meeting the group, I ensured I
implemented a lot of group work and activities that got them moving. The students loved working
with one another and it seemed to increase engagement. Depending on the dynamics of the class,
allowing students freedom can be a great tool to increase motivation; this class has the right
dynamic for an increased level of freedom.
A few possible shortcomings of this unit have to do with: my own confidence, tendency to
over plan and amount of freedom I will be giving the students.
I find myself quite nervous to implement the assessment portion of my unit and rather
unsure of how to go about doing this. This is the part of planning I have struggled with the most. I
found myself using formative assessment as a crutch and attempting to avoid summative
assessment as I do not feel confident in creating nor do I know how to go about weighing
summative assessment. My TA has been phenomenal in ensuring me she will assist and help me
with this aspect of unit planning.
I also tend to over plan and pack my lessons too full of information and activities. There are
so many exciting things I believe the kids will really enjoy and thus, I want to get through it all. To
try to combat this problem I have ensured that I left flex and work days in my calendar so my
schedule has flexibility.
I have given the students a lot of freedom in their interpretations, understanding and
assignments of and in this unit. I feel as though I can trust these students to surpass my
expectations however, if they are not motivated and engaged the unit will be a lot less effective. I
will have to allow myself to be flexible in changing my plans if need be depending on the motivation
and participation of the students.
During teaching:
This media unit seems to thoroughly engage the students. There is a lot of I interactive and
project based work, which works well for this class. They are creative and collaborate well, the
results produced for the storyboards and PSAs were outstanding and exceeded my expectations.
They are able to deconstruct and read the different media pieces we have explored quite well based
off of the projects they have completed thus far. An increased level of freedom worked well for most
students/groups, however some were not able to handle it. To combat this, I began to create groups
in which support was offered to students who needed extra guidance within the group.
The assessment portion of this unit has been focused on scaffolding and a lot of feedback,
which I find has worked really well. For each large project I scaffolded the assessment; beginning
with stressing the objectives for the first project, continuing on to add a rubric for guidance (not for
a summative mark) in the second and eventually using a rubric to summativley marked. This
method allowed students to see what I expect and how I would mark which set them up for success
during their final project. I would give individual feedback, but also whole group feedback to the
class focusing on a few key things that should be worked on for the next project or assignment. This
method was proven effective as the students always addressed the constructive criticism.
I. Lesson plans:
Ela Media Violence: Lesson 1

Grade 7 ELA Unit: Media
Topic: intro to media March 6, 2017 Length of Lesson: 40 minutes
Specific Learning 1.1 Discover and Explore
Outcomes Express ideas and develop understanding
2.2 Respond to Texts
Experience various texts
Learning Students will:

Objectives Understand what media is and why it is important to study
Understand that media surrounds our everyday lives
Analyze different media texts and personally respond
Materials Vocab sheet

Media Clips
Analyzing media handout with guided questions
Journals
Handout of key concepts
PowerPoint
Procedure Assessment Methods

Introduction 1 I will begin by introducing the unit: We will be looking Formative assessment: Checking
(5 min.) at media over the next 5 weeks. Did you know that for understanding after each set of
media is a text that we read? instructions through a thumbs up
Introduce 4 key concepts tell students to keep these in or down
mind as we go through the unit as they will apply: Possibly have the students repeat
1.Each medium has its own language, style, form, the instructions back
techniques, conventions and aesthetics.
2.The media contain beliefs and value messages.
3.The media have special interests (commercial,

ideological, political).
4.Each person interprets messages differently.
Briefly discuss what each key concept means
I will also introduce the vocab sheets that they will be

filling in as we go along over the next 5 weeks. hand
out vocab sheets
Body of Lesson 1 What is media? Allow the class to answer this question Formative assessment:
(30 min.) then give a definition and have them write it on their Checking for understanding by
vocab sheet. (Watch video if time) (5 minutes) having a class discussion.
Why might media be important to study? We are Have them hand in their free write
surrounded by media in our every day lives constantly. on media analysis sheets to check
With the amount of technology we have it is almost for understanding and give
impossible to not interact with some form of media. It is feedback
important to be media literate or to understand the media
we are seeing and learn to analyze it(4 minutes)
What kind of media do we see in our everyday life?
Create a mind map either in small groups or as a class
depending on time limits. (5 minutes)
Begin to analyze media. Explain that we are the
consumers watch the different pieces of media and the
people making the different pieces are the producers.
Show different media clips and free write using guided
questions such as: What did you like about this? What
didnt you like? What drew you attention to this piece?
Why did it draw your attention? How could you engage
an audience? How did the producer make in interesting
for the consumer? (If time discuss their answers as a
class on in small groups) (20 minutes)
Closure Review: today we looked at beginning to analyze
(2 min.) different kinds of media and how the consumer made it
interesting for the producer
Introduce what we will be doing next class: We will
focus on a certain kind of media- violence in the media.
Sponge Activity Writing prompt activity give students writing prompt Formative: Take this in to read to
picture and have them free write for 5 minutes assess where their writing is at
and give feedback
Note: all vocab definitions are bolded in lesson plan

ELA Media Violence: Lesson 2
Topic: Intro to media violence March 7, 2017 Length of Lesson: 50 minutes
Specific Learning 5.1 Respect Others and Strengthen Community. Appreciate diversity
Outcomes 5.2 Work within a Group

Objectives Understand what media violence is and how it affects everyday life
Understand that there are many different perspectives when it comes to viewing media
Analyze the different perspectives and why certain individuals may hold a certain
perspective
Materials Perspectives worksheet
Vocab list
Group checklist assessment
Power point

Introduction 1 Review what we discussed last class- media what is Formative:
(7 min.) it? Why is it important? What are our key concepts to Check for understanding
consider? through group discussion
I will then explain that we will be focusing on a during the review.
certain kind of media- media violence
Body of Lesson 1 What is media violence? Give a definition of media Formative:

(42 min.) violence: Media messages or images containing Check for understanding
messages that are threatening or hurtful. It may take through group discussion
many forms including: including physical, emotional, Formative: check for
verbal, sexual, spiritual or regulatory (5 minutes) understanding through the
Why are we learning about this? Media violence once sharing of their discussion on
again happens in our everyday life and can affect you chart paper.
personally. It is important to know that it exists and Feedback- have each student
be able to analyze and understand it. Why? (4 complete a self assessment on
minutes) how they worked in their group
Where do you see media violence in your every day at the end of class and hand it
lives? *Group discussion* (3 minutes) into me
One of our key concepts is that each person
interprets the messages differently. What you take
from a piece of media may not be what I take. We saw
that yesterday as everyone had different responses
to the media we saw.
We are going to understand how different people
might react and respond to different media texts that
contain violent content. You guys are most likely are
having some of these same discussions at home with
family and friends regarding the television they view,
and the music and games they enjoy. By examining
and understanding other audiences criticisms and
possible actions towards media violence is a useful
way for students to begin to understand their own
ideas and opinions about media violence. (5 minutes)
What people may look at media or interpret media

differently than you? Age, gender, class, religion,
culture. Do you think an 85year old grandma is going
to have the same response to rap music that you guys
do?
Complete the appreciating perspectives activity: in

groups you will receive a hand out. On this handout
there are 5 different perspectives people could have
when viewing the media. Each group will read and
react to the perspective by answering the following
questions: Is this for or against media violence? Who
or what groups of people might agree with this
perspective? Who would not agree with this? What
media texts might people identify as examples of this
perspective? put these questions up on board (do
first one together as example) Have each group
document their discussion on chart paper (split
paper into 4 sections), and then present their
perspective and their analysis to the rest of the
class. (30 minutes)
After the assignment have the students complete a

group work checklist self assessment and hand it in
Closure Review what we learned- What key concept did we

(3 min.) discuss this class? What is media violence?
Big take away: different people view the media on
different ways depending on a number of different
things
ELA 7 Media Violence: Lesson 3

Topic: Media violence news casts March 8, 2017 Length of Lesson: 40 minutes
Specific Learning
Outcomes 2.2 Respond to Texts. Construct meaning from texts
2.3 Understand Forms, Elements and Techniques
3.3 Organize, Record and Evaluate

Objectives Understand that Each medium has its own language, style, form, techniques,
conventions, and aesthetics and the media contain beliefs and value messages.
Understand how the news can be bias and why
Analyze different news clips to see how they are constructed
Materials News clips

Viewing new clips handout
Vocab sheets
Power point

Introduction 1 Last day we introduced media violence: introduce that
(4 min.) we will be looking at 4 different mediums or kinds of
media and the violence within those mediums. 1. News
casts 2. PSAs 3. Sports 4. Video games
Body of Lesson 1 Group discussion: For the next couple days we will be Formative: Take the worksheet
(30 min.) focusing on the violence shown in newscasts. Do your that goes along with the activity
parents ever turn on the news in the morning before in to check for understanding.
school? Mine used to and I always remember there Give feedback. This worksheet
being a lot of reports on violence. What kinds of is important as it leads into our
violence do you guys see on the news? next lesson, thus it is important
During this class we will look at the key concept: Each to ensure the students
medium has its own language, style, form, techniques, understood the assignment.
conventions, and aesthetics and the media contain
beliefs and value messages.
When thinking about how newscasts contain their

own belief and messages they want to get across we
can consider the word bias. What does the word bias
mean? Allow students to answer than give definition
for vocab sheet: in favor of or against one thing,
person, or group compared with another, usually in a
way considered to be unfair.
What is the style of newscasts? Television news

reporting is a medium, which, like other television
programs, must compete for viewers. Time
limitations make it necessary for news stories and
events to be simplified, without a detailed account of
the circumstances surrounding the event. Many news
stories related to crime are episodic, and rarely are
reflective of the local community; therefore, they
offer an inaccurate picture of reality. Because of time
limitations perspectives may be left out (15 mins)
Activity: Show a selection of news clips and analyze

these new clips. Based on the news programs viewed,
what kinds of stories are presented? How is the
newscast designed or constructed? What are the
key ingredients that go into a news program? What
kinds of events or stories are considered news on
television? How is conflict represented or depicted in
the news? Describe the techniques used to report on
conflict or violence. Discuss these questions as a
class. (Do one together so the students know what to
do) (15 minutes). Each newscast should have a who
what where when. There will be a worksheet to go
along with this activity stop first clip at 1:47 second
clip start at 35 seconds stop at 1:05 Stop third
video at 2:48 Start fourth clip at 0:50 stop at 3:20
Group discussion: Discuss the handout. A lot of the

news casts contained violence. Why? How did they
discuss the violence or conflict? Serious, sad, anxious,
quick paced. What kind of visuals were shown? What
kind of people were shown? One perspective, male,
people left out. How did they define the news?
Breaking. Professional? Professionally dressed Each
medium has its own language, style, form ect. Was
there a bias? A bias in not showing the victims or the
suspects, only showing one perspective, a bias in the
way they talked, how they presented the story.
As we deconstruct the newscast we can see the style,

form language ect. this medium uses.
Closure What was the key concept we looked at today? For

(3 min.) next class remember the two key concepts we
discussed. Think about why it may be tricky for
newscasts to avoid bias and remember how we broke
the newscast down and what foes into it.
Sponge activity Activism activity: In small groups Students could
generate a list of ideas that might help television
viewers consider an alternative perspective on one of
the crime stories reported (i.e. a doctor who shares
recent statistics on the actual number of deaths
related to the crime, or a police officer sharing
statistics on the type of crime depicted).

Topic: Media Violence: News March 9, 2017 Length of Lesson: 45 minutes
Specific Learning
Outcomes 2.4 Create Original Text. Generate ideas. Structure text.
3.1 Plan and Focus. Focus attention. Determine information needs. Plan to gather
information.
Learning 1. Students will:

Objectives Understand the constraints when it comes to creating a news cast and how it might
affect the content delivered
Create their own news cast using the information learned in previous lessons
Materials Story board handouts

Writing script handout
Introduction 1 Review: What did we talk about last class? What is a Formative: review of prior
(5 min.) bias? knowledge. Check for
Last class we touch on the fact that certain factors understanding through group
when it comes to creating newscasts may add discussion.
to this bias. Discuss the following: How do the
time constraints in television newscasts affect
the news we watch? Time limit? Competing
with other news sources?
Body of Lesson 1 Reflection: (15 minutes)

(35 min.) Have students reflect on the content of the television Formative: Self feedback sheet
news cast viewed in the previous lesson by for news cast story boards.
discussing the following questions: What are the Feedback on presentation of
key ingredientsor the codes and conventionsin story board
the television news report (what went into making
the television news report? How do these ingredients
affect the impression we receive of the story?
(Consider sound, visuals, camera work, and editing.)
What perspectives or voices are missing from some
of the news reports? It may be useful to isolate one
particular news report in order for students to
generate specific examples. How can a 30 second
news report that involves violent content be
representative of many perspectives and be fair,
informative and balanced? (Brainstorm in small
groups then come back and discuss as a class)
Activity: (20 minutes) In partners or groups of 3 have
students write the script for a television news report
based on the available information provided on
Writing the Script for a Television News Report (In
handout). Students will use Using a Storyboard to
Write the Script for a Television news Report (Story
board handout) to organize their material. The
challenge for students will be to keep their script
within a 50 second time frame. Go over both
handouts with the students and allow for any
questions. have students write script on a loose
leaf piece of paper show me and then put it onto
the story board
Closure Give the students 5-minute wrap up and clean up
(2 min.) time. Remind the students that we will continue to
work on their storyboards next class as well as
present them.

Topic: Media Violence: News March 20, 2017 Length of Lesson: 45 minutes
Specific Learning 4.3 Present and Share

Outcomes 5.2 Work within a Group

Objectives Create their own news cast using the information learned in previous lessons
Apply their knowledge of how to be smart producers in order to give their
presentations
Present their information gathered
Materials 1. Story boards
2. Journals
3. Group tracking checklist

Introduction 1 We will begin by reviewing what makes a good Formative: I check for
(4 min.) producer (talked about in class one). I will then inform understanding and prior
the students to keep this in mind when presenting their knowledge by group discussion
story boards
What makes a good producer? Humour, enthusiasm,
excitement, seriousness, sadness?
Body of Lesson 1 - The students will get 20 minutes to complete Formative: self assessment via
(40 min.) their story boards and practice presenting in a group tracking sheet checklist
way that will captivate their audience
- The students will then be given 10-15 minutes to
present. Each group will have 50 minutes
maximum to present
Closure Journal reflections: Formative: Journal reflection

(5 min.) How did you enjoy this activity? What did you like feedback. I will use this to get a
about it, what didnt you like about it? Were there any sense of how they enjoyed the
difficulties in having such a short amount of time to activity and what they got from it.
present your news clips? Were there perspectives you
left out?
Make sure students hand journals into my after

Topic: Media violence March 14, 2017 Length of Lesson: 45 minutes
Specific Learning GLOs
Outcomes 1 Students will listen, speak, read, write, view and represent to
comprehend and respond personally and critically to oral, print and
other media texts.
3 Students will listen, speak, read, write, view and represent to manage
ideas and information.
SLOs:
2.2 Respond to Texts
3.1 Plan and Focus
3.3 Organize, Record and Evaluate
Objectives Understand the meaning and importance of PSAs
Analyze the difference between the representation of boys in girls in PSAs
Deconstruct why and how PSAs are made
Materials Powerpoint
PSA viewing handout
Vocab sheets
PSA videos
Writing journals

Introduction 1 Review: Review the medium of media we just finished Formative: Check for prior
(5 min.) talking about: Newscasts: How were they made? - Using understanding of learning through
a who what when where -they were short - professional group discussion on newscasts
presented facts
Introduce the next medium of media: PSAs
We viewed a PSA in our very first lesson, the PSA about
child hunger.
Body of Lesson 1 General intro (10 mins) Formative: Group discussion

(40 min.) Definition: What is a PSA? Have the kids answer this and checking students
reminding them about the PSA we previously viewed understanding of concepts
then give the definition: public service Formative: Briefly discuss the
announcement (PSA), is a message in for the public, during viewing activity with the
spread by the media with the goal of raising class and then take it in after for
awareness. PSAs look to change public attitudes and formative assessment and
behaviour towards a social issue feedback: to ensure the
Why are PSAs important in general? It is important students were able to read the
to bring awareness of serious issues to the public in media text
hopes of bettering that issue in society. We watched
the PSA on child and someone asked well why dont
the people who made this just give money to this
kids which is a great idea but there are power in
numbers and PSAs look to spread awareness to the
masses to increase those numbers
We are going to focus on a certain kind of PSA today,
one that is probably very prevalent in junior high for
a lot of people. We are going to be focusing on PSAs
about bullying and more specifically, gender
representations in bullying how each gender is
represented in bullying
Key concepts for the day: The media contain beliefs
and value messages.Each medium has its own
language, style, form, techniques, conventions,
andaesthetics.
Activity: (20 mins)
We will view the PSAs Words Hurt and Walk

Away will do a before after and during reading
activity on the two clips. These clips will allow
students to critically examine the difference between
how boys and girls bully and how those differences
are represented in media.
Before viewing: Discuss in small groups the

following questions and then as a class: What are
public service announcements? How are they
different from commercials? They are always
focused on an issue to raise awareness where
commercials can be about a number of things and is
intended to sell a product Who makes them?
Anyone looking to raise awareness- different
orginizations such as WWf UNICEF Why? In order to
raise awareness and make a change How do PSAs
help the community? How might PSAs directed at
boys be different than those directed at girls?
Stereotypes
During viewing:
Words Hurt:
As the class watches this PSA, have the students

track the different ways that the girl is bullied
by others, and how it makes her feel. Have
students also track how non-verbal
communication is represented. Consider
these other questions while viewing: Who is
the leader in the group of girls, and how do
you know?
Whose perspective does this PSA

represent?
What special effects were used in the

production of this PSA? Suggest some ways
that these were achieved.
What effect did they have on the

message of the PSA?
Walk Away:Consider these other questions while

viewing:How does the boy show the viewer
he is a bully? How does the setting and use
of camera angles enhance the impact of the
PSA? Who has power and how does that
change?How does camera distance enhance
the message of the PSA?Whose perspective
does this PSA represent?
Discuss the students answers as a group
AfterViewing:Discuss the following as a class to

deconstruct the PSA
Who is the target audience for each PSA?
Are the bullying issues presented in Words Hurt

relevant to boys?
Are the bullying issues presented in Walk Away

relevant to girls? Why or why not?
How are the two PSAs different in terms of the point

of view or perspective they represent?
Are there perspectives missing from each of the

PSAs? If so, whose?
Closure Inform students that: These PSAs were created by a

(2 min.) group called CCA's and they aim to empower bully
bystanders or the "silent majority" who might stand and
watch bullying. These commercials provide the viewers
with practical tools and information to start making a
difference.
And : of where we are going next class creating

our own PSAs
Sponge Activity Have the students free write self to text connections
on the PSAs they viewed.

Topic: Media Violence March 15, 2017 Length of Lesson: 40 minutes
Specific Learning GLOs:
Outcomes 2 Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
3 Students will listen, speak, read, write, view and represent to manage ideas and
information.
SLOs:
3.1 Plan and Focus
Objectives Understand a variety of camera angles and shots
Analyze how PSAs are created in terms of camera angles and shots
Deconstruct PSAs and understand what goes into creating them
Materials Videos for each definition

Camera angle definition page

Introduction 1 Review the PSAs we viewed last lesson and that Formative: assess prior
(4 min.) yesterday one of our questions had us consider camera knowledge and understanding of
angles What was the camera affect that we looked at previous lesson that will pertain to
yesterday? this lesson
Look forward to:
Today we will be having a mini lesson on camera angles
as tomorrow we will be creating our own PSAs and will
be using these camera angles to create the PSA
Body of Lesson 1 Activity: Formative: have group discussion

(33 min.) Definition sheet activity: Watch different videos giving after each video to ensure the
examples of different film techniques- give the students students are understanding the
a handout with the words of each film term in one box different camera angles and are
and the definition in the other. Note- a sequence shot able to deconstruct the PSAs
will be shown later It is important for the students to
For the Shots and angles have the students try to create lead this discussion as they will be
definition then give the definition and talk about what using this information to create
affect these shots or angles may have After each their PSAs
example discuss why this shot or angle may be powerful
Putting it together activity:
Deconstructing PSAs
Watch different examples of PSAs on bullying and
have the students discuss the different camera techniques
used Also consider the music, lighting, setting of each
PSA
Video 1: Close ups, sad music, sad tone
Video 2: close ups, freeze frames, intense music, words
Video 3: shows an example of a sequence, close ups,
intense music, chaos, quotes, statistics, chaotic scary
tone, hopeful at the end
Video 4: Sad music, words, sequence shots, close ups
Video 5: hopeful, close up, different faces, different
hopeful words, hopeful music
Closure What do you guys think the key concept is? Each
(5 min.) medium has its own style, form, content and so on: ach
medium is created in a different way
Keep in mind what we went through today when
deconstructing the PSAs remember that PSAs are
created to raise awareness.
Sponge Activity Listen to Shane Kozynce poem on bullying and have the Take journals in to read assess
kids journal writing level
ELA 7 Media violence : Lesson 8

Grade 7 ELA Unit: Novel study
Topic: Newscasts March 16, 2017 Length of Lesson: 40 minutes
Specific Learning
Outcomes GLOs
1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences.
2 Students will listen, speak, read, write, view and represent to comprehend and
3 Students will listen, speak, read, write, view and represent to manage ideas and
information.
SLOs:
1.1 Discover and explore
2.4 Create Original Text
3.1 plan and focus

Objectives Understand the key ingredients that go into making a PSA
Apply their knowledge
Create their own PSA
Materials Starboards
PowerPoint
Film definition sheet

Introduction 1 Review: Angles and shots talked about last class Formative: Checking for previous
(5 min.) Review: PSAs we viewed yesterday- what were some understanding through group
things we talked about in terms of how the PSAs were discussion as this information will
created? Settings, music, mood, emotions, different be important to complete the days
shots used (lots of close ups) activity
Body of Lesson 1 Activity: Formative: This PSA will be

(25 min.) Introduce Creating your own PSA activity taken in for a formative
Students will get into groups of 2 or 3 and create their assessment using a holistic rubric
own PSAs on bullying using the angles/ shots and to mark it- these marks will not
information we learned about from the lesson before. be counted towards a final grade,
They will be using a storyboard to create their PSA. rather, the rubric will be used as
What is a storyboard? a sequence of images feedback
used to plan a film, video, or television
program. These images are drawings that
communicate the directors vision. Each
individual sketch represents one shot,
ranging from 3 to 10 seconds, and depicts
what is seen through the camera lens.
In your groups you will want to decide: What kind of

bullying you want your PSA to be about, what the mood
of your PSA will be (Sad, hopeful) , what music or
background noise will be used, what visuals will be used
and what shots will be used (Close up, Extreme close
up), any dialogue (Remember, each frame is max 10
seconds, so there will not be a lot of dialogue) quotes or
words on screen ect.
I will be looking for: a title, a camera shot or angle,
dialogue, mood of each frame (every frame should have
a mood) for you to consider your audience and the form
of media you are creating. I want to see that you can use
your prior knowledge and plan and focus for tis specific
medium and your class as an audience
Remind students they will only have 4 frames to finish
their PSA so make sure it is short and concise
Create a rough draft first to show to me. Once rough
draft is given the ok you can start on your good copy.
Closure Give students a 5 minute warning to start wrapping up

(10 min.) remind them that we will be presenting tomorrow.
Have student hand in their storyboards so they are not
lost.
Sponge Activity Play the Shane Koyzanc poem and have them respond in
their free writing journals
Grade 7 ELA Media Violence: Lesson 9

Topic: Sports violence March 21,2017 Length of Lesson:40 min
Specific Learning GLO 1: Students will listen, speak, read, write, view and represent to explore thoughts,
Outcomes ideas, feelings and experiences.
1.2 Discover and Explore
GLO 3: Students will listen, speak, read, write, view and represent to manage ideas and
information.
3.1 Plan and Focus
Learning - Analyze violence and their affect on different sports

Objectives - Research the affect on fighting in hockey
- Explore their own perspectives when it comes to violence in sports
Materials - PowerPoint
- Internet research worksheet
- Laptops/ computers

Introduction 1 Review previous mediums: Formative: assessment of prior
(5 minutes) - Newscasts- what did we look at when we were knowledge using group discussion
looking at newscasts? What were our key
concepts? What limitation do newscasts have?
- PSAs- what did we look at when we looked at
PSAs? What were some of the camera angles
we talked about?
Introduce the next medium of media violence: Sports

violence: Grade 7 students often are very involved in
curricular and extra-curricular sports. They also are
sports fans, attending games, watching them on TV,
visiting sports- themed websites and/or playing
electronic versions of favorite games. They inevitably
compare the attitudes and behaviors of players and
fans to their own behaviors.
Group discussion- questions to consider:
- How might violence in sport be used to

attract, entertain and influence fans?
- How might the violence in sport influence
fans attitudes and behaviors?
Body of Lesson 1 We will be looking at the role violence plays in sports Formative: group discussion by
(15 min.) and how the violence might influence different viewers allowing the students to do small
group discussion they are able to
What key concept goes along with this? Each person bounce ideas off of each other, by
interprets messages differently brining it back to the larger group
it allows me to check for
Group/ class discussion: understanding
Have students hand in their
In desk groups have students list the following sports internet research handout so I can
from most to least violent: basketball, soccer, check for completion. Ensuring
hockey, football, baseball. the students were able to navigate
the internet is important for the
Ask them to explain their rankings. What kind of next activity.
violence may be seen in each sport? Identify the sport
most commonly identified as the most violent.
Identify the reasons why this sport has been ranked
as most violent.
Come back for group discussion to discuss these

questions
Then ask students to consider hockey and hockey

fighting specifically. In table groups discuss:
- Why might some hockey fans be attracted by

fights?
- Why might some fans be turned off by
fights?
- How might fights influence a teams
playing?
- How might fights cause some players to give
less than their best efforts?
Come back for group discussion to discuss these

questions
Explain that fighting is thought to be a large part of

hockey and that hockey fights in the NHL results in a
small amount of penalty time- there arent huge
consequences for fighting
As a class discuss:
1. Is fighting important to attracting and keeping an

audience? 2. Why is it especially important for the
NHL to attract and keep an audience? 3. How might
the nature of the audience influence the penalties
Discuss as a group:
Consider how youth hockey players might be

influenced by the fighting they see in NHL games. 2.
To what degree do television broadcasts make NHL
fighters heroic? 3. When have students seen
commentators DISAPPROVE of fighting in hockey? 4.
What values might fans take from the messages they
get from commentators?
Key concept: the media has special interests
Activity: In table groups use a laptop or computer to

look at 2 different hockey fighting websites and answer
a series of prompt questions based off the website. Give
them 15 minutes to explore then come back as a group
and discuss their findings
Closure What key concepts did we look at and consider today?
(5 min.) Have the students answer this
Sponge activity Journal activity: Instruct students to write a Reflective

Journal in which they share their thoughts about
violence in hockey, or a sport of their choice.

Topic: Sports Debate March 22, 2017 Length of Lesson:40 min
Specific Learning GLO: Students will listen, speak, read, write, view and represent to explore thoughts,
GLO: Students will listen, speak, read, write, view and represent to manage ideas and
information.
3.1 Plan and Focus
Learning Analyze different research in order to argue for or against an issue

Objectives Create persuasive arguments in order to support ones stance
Materials Power point

Lap tops
Debate format sheet
Popsicle sticks

Introduction 1 Review hockey discussion from yesterday: Formative: Meetings with
(5 minutes) students: Working around the
What did we talk about in terms of fighting in the classroom- meet with each student
NHL- think of audience, fan base, reason for fighting to ensure they are on the right
path and are creating arguments
Why is it so lowly penalized? Why isnt it more that include the WHY
harshly punished?
Body of Lesson 1 Heads down who wants to do for fighting in the NHL
(30 min.) who wants to do against? If the class is split evenly have The students have been talked to
students argue against their original choice. If not pull about going in depth- we have
popsicle sticks to assign RNADOMLY their stance. often talked about giving the why
or how. This activity gives
Remind students: arguing against their original students the opportunity to work
perspective allows them to gain new knowledge and on this
explore new perspectives
Introduce debate organizer- discuss it -Go over an

example of what they might do
What am I looking for? IN DEPTH with arguments.

Saying it is bad or it is good is not an argument- we
are looking for the WHY
Watch videos showing both the for and against stance

give them a website to start from
Have the students research for the rest of class to find 3

supporting arguments for their stance (give them half of
the next class) I have provided website to begin to
look at. Skim these websites do not read word for
word! I googled either for or against hockey fighting
to find these resources
Closure In table groups have students share their stance and one Formative: Through this closure
(5 min.) of their supportive arguments activity students can compare
arguments and see if they can add
to their own based on others
Sponge activity Have the students write a letter to the board of the NHL
on their stance in terms of fighting in the NHL using
their debate organizer

Topic: Sports Debate March 23, 2017 Length of Lesson:40 min
Specific Learning GLO: Students will listen, speak, read, write, view and represent to explore thoughts,
GLO: Students will listen, speak, read, write, view and represent to manage ideas and
information.
3.1 Plan and Focus
GLO: Students will listen, speak, read, write, view and represent to enhance the clarity
and artistry of communication.

4.3 Present and Share
Learning Analyze different research in order to argue for or against an issue

Objectives Create persuasive arguments in order to support ones stance
Present their arguments in a clear and concise manner
Appreciate multiple perspectives
Materials Power point

Lap tops
Debate format sheet
Group sheet
Group feedback sheets

Introduction 1 Go over the agenda for the day:
(5 minutes)
Work for 20 minutes
(if done work go with a partner and present your

arguments- give each other constructive criticism)
Get into groups
Share you arguments with groups
Share with the class
Ask the students where they are at in their planning

change amount of time for work period considering
Body of Lesson 1 For 20 minutes have the students finish up their Formative: Peer feedback
(40 min.) arguments Take these in for feedback and to
ensure they met the outcomes
If they finish this have then get in partners and practice
presenting their arguments / give each other feedback
15 minutes Get the students into their sharing group and

explain how each person will share groups of 4 2
students will debate (one will share their arguments than
the other). The students watching will give feedback on
the arguments. Then the partners will switch tasks.
5 minutes After al the groups are finished I will have

them share some of their arguments to the class
Closure Find someone who has a different side than what you
(5 min.) argued to share one of your supporting arguments with.
Tell them what side you are arguing and 1 supporting
argument.
Sponge activity Have the write a letter to the board of hockey presenting
their arguments beginning with Dear board of
hockey

Topic: Review March 24, 2017 Length of Lesson:40 min
Specific Learning GLO 1: Students will listen, speak, read, write, view and represent to explore thoughts,
1.2 Clarify and Extend
Consider the ideas of others
GLO 2: Students will listen, speak, read, write, view and represent to comprehend and

Objectives Analyze the different ratings given to video games
Explore their own perspectives and understanding
Explore others perspectives
Materials PowerPoint
Game ratings print out
Rating website
Ratings worksheet

Introduction 1 1. Go over agenda Formative: Assessment of prior
(5 minutes) 2. Review last medium. What is the point of a learning (review). Assessment of
PSA? What are something that go into making prior knowledge for future
them? learning (who has played violent
video games?)
Introduce the final type of media: video games. Info
about this type of media: Most people underestimate
the size and nature of the gaming industry and
gamers. Game sales compromise a greater dollar
value than most other media products combined.
Although many games contain no violence, four of the
five best-selling rated video games in Canada do
contain violence or intense violence
How many of you have ever played a violent video

game?
Body of Lesson 1 Activities: Formative:
(30 min.) The ratings worksheet will be
1. Who rates violent video games? What do the taken in for feedback.
ratings mean? Go to the rating website and The group discussion will allow
discuss this is a class. Have a print out of the me to check for understanding
game ratings while also allowing the class to
2. After talking about ratings, in groups have the appreciate different perspectives
students choose a video games (it must be a
game that at least one person in the group is
familiar with and can describe). Using the
organizer do the following tasks: 1.Find the
rating for this game 2.describe the violence
involved in this game 3.select a rating you
would give this game INDIVIDUALLY and
give a reason 4.After rating are individually
selected compare ratings with the group discuss
why they are the same or different 5.Rate the
game as a group
Group discussion:
Share some ratings?
Share the violence involved?
Why might violence be apart of games ?
Why might different people have given the game

different ratings ?
Do you think ratings would affect the sale of the game?
Closure Journal activity: Write about how you considered others Formative: Reading these journals
(5 min.) perspectives. Did the ratings your group has make you will allow me to see how they
change your mind? Why or why not? considered and worked with
outcome 1.2 considering the
ideas of others
Sponge activity
Grade 7 ELA Media Violence: Week 4 Lesson 14
Topic: Final project intro March 28, 2017 Length of Lesson: 80 min
Specific Learning GLO 3 : Students will listen, speak, read, write, view and represent to manage ideas and
Outcomes information.
3.2 Plan and Focus:
Plan to gather information: plan and organize data collection based on

instructions, explanations and pre-established parameters
Focus attention: use note-taking, outlining or representing to summarize

important ideas and information
3.3 Select and Process
Access information

Objectives Apply prior knowledge to gather information
Materials Rubric and student task handout

PowerPoint
Groups

Introduction 1 Agenda:
(3 minutes)
Go over student task go over rubric get into
groups begin to gather resources and information
Body of Lesson 1 Explain final project explain groupings.

(30 min.) Have students repeat back
Each group of 3 or 4 will get a key concept- they will instructions after each step so they
focus on and answer questions on that key concept. They understand ask students like
will present it using google slides- they will share their Ashlee, Chandelle, Szymon
presentation with me.
They will then jig saw or get into groups with people
who have other key concepts. Each person will present
their key concept. Those who are not presenting will
take notes on the different key concepts.
I will be marking the power points and the information

you gathered as well as the note you make on others
groups. Ensure the power points are well organized and
contain as many examples as possible
Go over rubric.
After explanation allow students to get into groups

Before they begin to create their presentation they
should brainstorm for 15 minutes and gather
assignments, projects and so on
Closure Closure: Have students share one of their types of media Formative: ensures they are
(5 min.) they will focus on with me beginning to gather information
Sponge activity

Specific Learning GLO 3 : Students will listen, speak, read, write, view and represent to manage ideas and
Outcomes information.
3.4 Plan and Focus:

Focus attention: use note-taking, outlining or representing to summarize

important ideas and information
Access information


PowerPoint
Groups

(3 minutes)
Go over student task go over rubric
Body of Lesson 1 Continue to work on completing project- walk around Formative: walk around to ensure
(30 min.) and ensure groups are on the right track and are making students are on task and
it as detailed and in depth as possible participating in group work
Closure Have students who me the slides they have completed Formative: ensures they are
(5 min.) during the class. This will allows me to see where each beginning to gather information
group is at and what groups need extra time or guidance
Sponge activity

express personal understandings of ideas and information based on prior knowledge,
experiences with others and a variety of oral, print and other media texts
2.3 Understand Forms, Elements and Techniques understand forms and genres
Identify the characteristics of different types of media texts

Objectives Re member prior information
Gather information
Materials Study guide

Writing prompt station posters
(5 minutes)
Study period go through and fins the answers to
questions
Writing prompt gallery walk
Body of Lesson 1 Activity one: Handout the study guide (5 min) explain
(60 min.) the first 2 questions on the study guide and what I am Formative: Observation.
looking for. Identifying different characteristics of media This task is beneficial to the
texts we talked about breaking both newscasts and students as it allows them study
PSAs down. We broke down newscasts using the 4 Ws time ensure they are on task.
use those. When thinking of mood there were a
number of different things we talked about that could Formative: Writing prompt
create the mood of a PSA. Use as many of those things where are they at in their writing?
as you can. If you are unsure go back to our PSA activity
and look at what had to be included.
Give them time to read over and fine answers 10

minutes on their own 20 minutes in groups
Once they have found the answers allow them to study

either independently or by quizzing each other. (15
mins)
Once they are done studying do a gallery walk writing

prompt task have 4 different posters with 4 different
writing prompts break the kids into groups have
them go to one task and write on it for 2 minutes. (10
min)
Closure What is one question you are struggling with? Write it

(5 min.) down on a sticky note
Sponge activity
Topic: Final project April 3-6, 2017 Length of Lesson: 80 min
Specific Learning GLO 3 : Students will listen, speak, read, write, view and represent to manage
Outcomes ideas and information.
3.6 Plan and Focus:

Focus attention: use note-taking, outlining or representing to

summarize important ideas and information
Access information

Summarize information

PowerPoint
Groups

(3 minutes)
Go over rubric
Work period
Add into PowerPoint
Study time
Body of Lesson 1 Go over rubric and expectations (5 mins.)

(70 min.) Have students repeat
Work period work on power points and continue expectations.
to gather information (45 mins)
Reminder- students will be presenting individually

ensure each group member know material well
Last 15-20 minutes of class will be a study session

(20 mins)
If the students are done creating their presentation

they can practice presenting their presentations
individually to a partner. They will be presenting
alone so practicing will be important.
Closure Closure: I will go around and ask to look at student

(5 min.) progress in the last 5 minutes of work time
Observation: ensure students are effectively
gathering and organizing information. (5 mins)
Sponge activity Writing prompt for writing journal in the last 10

minutes

Topic: Test April 4, 2017 Length of Lesson: 80 min
Understand forms and genres

Objectives Apply prior knowledge
Remember prior knowledge
Materials Test
Computers
Writing prompts

(3 minutes)
Test
Writing prompt
Work on project
Body of Lesson 1 40 minute test period if they are done the test Summative: This
(70 min.) early they can do writing prompts test will be taken in
for a summative
40 minute work period work on presentations mark
Closure Closure: Using your knowledge of the test what Formative: review
(5 min.) were a few big takeaway from this unit and understanding of
information

minutes

Topic: presentations April 6&7, 2017 Length of Lesson: 80 min
Specific Learning 3.4 Share and Review
Outcomes Share ideas and information
use appropriate visual, print and/or other media effectively to inform
and engage the audience

Objectives Organize and summarize information
Present their knowledge
Materials Presentation note handout

Computers
Groups
(3 minutes)
5 minute get together
Present
Body of Lesson 1 Students will have 5 minutes to get their Summative: The
(70 min.) presentation together and practice power points and not
taking sheets will be
Students will get into groups and begin to present taken in for a
presentations will go in order of key concepts summative mark
Note if people are
missing create the jig
saw groups by
pulling a 1,2,3,4
from each group
Closure Closure: What is one thing another presenter did Formative: review
(5 min.) that you really enjoyed? Class discussion and understanding of
information

minutes
II. Unit plan assessment
Stage 1 Desired Results

Established Goals GLO(s):
GLO 1
GLO 2
GLO 3
GLO 4
GLO 5
Understandings: Essential Questions:
Students will understand that 1. Why and how may perspectives differ when it
Four key concepts: comes to interpreting media?
The media contains belief and value 2. How might the beliefs and values media
messages presents contain bias?
Each medium has its own language, 3. How might violence in the media attract or
style, form ect. influence an audience?
The media has special interests 4. How might the language, style, form ect attract
Each person interprets media an audience? How might different mediums
differently attract different audiences?
Prior understandings Students will be able to
1.2: Consider the ideas of others
An understanding of what the media listen and respond constructively to
is and what forms of media exist alternative ideas or opinions
Combine ideas
around us
use talk, writing and representing to
An understanding of camera and film examine, clarify and assess understanding
angles of ideas, information and experiences
An understanding of how to analyze a Extend understanding
text talk with others to elaborate ideas, and ask
specific questions to seek helpful feedback
Where does this lead?
Ultimately, this unit allows for media and 2.2 Respond to texts
digital literacy: The ability to be literate justify own point of view about oral,
when it comes to viewing a large part of our print and other media texts, using
everyday world. This unit will focus on evidence from text
express interpretations of oral, print
guiding the students through digital literacy
and other media texts in another
in the hope of creating learners who can read
form or genre
the media independently. predict and discuss the
consequences of events or
You could use this unit in subsequent grades characters' actions, based on
by scaffolding your level of involvement as information in oral, print and other
the teachers, allowing the students to be media texts
more individual when it comes to analyzing.
2.3 Understand forms elements and techniques:
identify various forms and genres of
oral, print and other media texts,
and describe key characteristics of
each
identify the characteristics of
different types of media texts
2.4 Create an original text:

create oral, print and other media
texts that are unified by point of
view, carefully developed plot and
endings consistent with previous
events
create a variety of oral, print and
other media texts to explore ideas
related to particular topics or
themes
3.1 Plan and Focus:

consider audience, purpose, point of
view and form when focusing topics
for investigation
discuss the types and sources of
information appropriate for topic,
audience, form, purpose and point
of view
3.4 Share and review:

use appropriate visual, print and/or
other media effectively to inform
and engage the audience
4.3 Present and share:

present ideas and opinions
confidently, but without dominating
the discussion, during small group
activities and short, whole class
sessions
clarify and support ideas or opinions
with details, visuals or media
techniques
identify and use explicit techniques
to arouse and maintain interest and
to convince the audience
5.2 Work within a group:

contribute collaboratively in group situations,
by asking questions and building on the
ideas of others
take responsibility for assuming a variety of
roles in a group, depending on changing
contexts and needs
Stage 2 Assessment Evidence
Pre-Assessment
The first two days will be used for pre-assessment and checking for knowledge
Day 1 Intro to media: Assessment of media knowledge: what is it? Where is it? Why I it important?
and level of understanding of the media
Day 2: Intro to media violence: Assessment of media violence knowledge: What is it? Where is it? Why
I it important?
Quizzes, Tests, Assignments Performance Tasks, Projects

Tests: Performance tasks:
Unit test NHL fighting in hockey debate
Assignments: Creation and sharing of newscast storyboards
Story board Creation and sharing of PSAs
PSAs Projects:
Appreciating perspectives worksheet Final summative project
Video game violence worksheet
Other Evidence (observations, work samples, Student self-assessment
dialogues) Journaling
Self assessment group work checklists
Writing prompts
Journal writing
Journal feedback
Checklists
Teacher feedback
Assessments
Video
Appreciat
game
ing Storyboa Final
Title PSAs Debate violence Unit test
perspecti rds project
worksh
ves
Learnin eet
g Formati
Formativ
Outcom e Formativ
ve
es Type (Journa Formati Formati Summat Summat
(Formative/Summ (Self e
ative) l ve ve ive ive
assessme
feedbac
nt
k)
Checklist)
Weighting N/A N/A N/A N/A 40% 60%
N/A
1.2
2.2
2.3
2.4
3.1
3.4
4.3
5.2
Media Violence unit

Assessment Tool Overview
Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
Check
Title of
What kind of assessment one of
assessment tool
these
The students will complete a chart
sheet on analyzing 5 different
perspectives on viewing media
Appreciating
considering who may have that
perspectives
perspective and what might
The affects of
influence that perspective.
media violence
Key concept: Each person
(Self assessment
interprets media differently. They
checklist)
will also do a self-assessment
checklist on how they worked in
groups to complete this activity.
The students will construct a short
storyboard in the form of a
newscast using the information they
are given. They will then present it
Storyboards to the class

Key concepts: The media contains
belief and value messages
Each medium has its own
language, style, form ect.
The students will work in partners

to create their own PSAs on
bullying after watching two
PSAs different PSAs

Key concept:
The media contains belief and
value messages
The students will argue either for or

against hockey fights in the NHL
Key concept:
Debate Each person interprets the media
differently. Students will also
complete a peer feedback sheet for
one of their peers based off of their
Media Violence unit

debate.
The students will create a

Violence in video worksheet discussing video game

games worksheet violence based on a video game
they are familiar with.
Students will complete a 40-minute
exam based on vocabulary, key
Unit test concepts and the 4 main types of
media discussed throughout the
unit.
Students will work in groups to
complete a presentation based off
of the unit key concepts. They will
connect at least 2 of the medias we
studied to these key concepts and
Final use evidence of the relation through

presentation assignments, projects, worksheets
ect. They will jig saw and present
these presentations individually.
They will also be required to
summarize (using note taking skills)
others presentations.
Media Violence unit

The Effects of Media Violence: Examining
Multiple Perspectives
1) Learning of aggressive behaviors and attitudes
Media violence may not make children violent, but it may
teach them that violence is a normal way of solving
problems. Some people also may argue that some media
violence is presented without exploring real-life
consequences.
2) Desensitization to violence
Some media violence may shock viewers initially, but they
eventually become used to it.
Heavy viewers of media violence may be less shocked by
real-life violence.
3) Fear of being victimized by violence
Constant exposure to violence in the media may lead people
to believe that violence is everywhere and that they should
be afraid.
Media Violence unit

4) Media violence as storytelling
Some people may argue that children can recognize the
difference between real violence and the violence that is part
of telling a story. They say its not real; its just a story.
5) Media violence as play
Some media forms may allow children to explore their
feelings of power, loneliness, and fear through combat and
destruction.
Student Name:______________________________
Date:_________________
During Group Discussions: Examples of my behaviour:
I participate actively in the group.
I listen carefully.
I ask questions.
I appreciate what others have to

say
Media Violence unit

Using a Storyboard to Write the Script for a
Television News Report
Using the information provided on Writing the Script for a
Television News Report, write a script and draw up a 6-
frame storyboard for a television news report.

o Remember in your news report to cover the
questions of What? Who? Where? How?
o Think about what images you will focus on in your

news footage for this event.
o You may like to start with a shot of the anchor

desk and broadcaster.
o Include the dialogue (or Sounds ex music) below

each visual.
Media Violence unit

o What effect do your choices have on the message
of the story? You are trying to remain unbiased or
fair, including as many perspectives as possible.
Writing the Script for a Television News

Report
You are asked to write the script for a television news report
on an event at a local high school. You have available the
interviews and film footage described below. You and your
partner must decide what to include, and how to use these
sources of information to complete a 50 second news report.
1. An interview with Principal Smith:
I was supervising a basketball game when a student rushed
in to tell me that a fight had started on the playground. When
I got to the playground, I found several injured students, and
some who were yelling at each other and throwing bottles
and rocks at each other. I recognized the students, and
called them by name, but they ran away. I cannot reveal
their names.
2. Film footage:
an ambulance leaving the scene angry students yelling at
the police officers students standing around in groups talking
blood stains on tarmac broken glass
3. Interviews with:
A very distraught mother who is crying. She is too
overcome to talk.
A father who says, This has been brewing for a
Media Violence unit

long time! The school should have done something
about it a long time ago!
A teacher who says, I dont understand. These
are good kids.
A caretaker who says, I clean up this playground
twice a week, but there are always more bottles lying
around. I cant do any more.
A dog walker who says, Ive seen this happen
before. This is gang-related. Theres graffiti all over the
neighborhood. When is the city going to do something
about that?
Media Violence unit

Media Violence unit
Frame 1 Frame 2 Frame 3
Frame 4 Frame 5 Frame 6
Media Violence unit

PSAs and Bullying: During
Reading Activity
Answer the following questions while viewing the PSAs Words Hurt
and Walk away:
Words Hurt:
1. Who is the leader in the group of girls, and how do you
know?
2. Whose perspective does this PSA represent?
3. What special effects were used in the production of this

PSA? Suggest some ways that these were achieved.
Media Violence unit

4. What effect did they have on the message of the PSA?
Walk Away:
How does the boy show the viewer he is a bully?
How does the setting and use of camera angles enhance

the impact of the PSA?
Who has power and how does that change?
Media Violence unit

How does camera distance enhance the message of the

PSA?
Whose perspective does this PSA represent?
Media Violence unit

What to include in your storyboard
template?
Your purpose is to create a PSA that includes:
1. Title
2. Shot or angle of camera for each frame
3. Audio for each frame
4. Dialogue (if any)
5. Mood for each frame
Consider your audience!
Rubric:
GLOs:
Media Violence unit

PSA storyboard Excellent
4
(Going above and beyond)
1.1- Discover and explore Demonstrates an in depth understanding of prior
knowledge
3.1- Plan and focus Plan and focus of PSA results in a creation that
insightfully considers audience and purpose
1.1: Discover and explore- express

understandings of ideas and information
based on prior knowledge
3.1: plan and focus- consider audience and

purpose
Media Violence unit

Debate organizer
Use the websites give in your Google docs to create arguments
to support your stance!
You will be sharing these; make sure your arguments are:
Clear
Written in complete sentences
In depth (not everyone has looked at the same websites as you make sure
you explain your supporting arguments well)
Stance:
Media Violence unit

Argument 1:
Argument 2:
Argument 3:
Media Violence unit

Counter-argument:
Wrap it up:
Media Violence unit

Debates: Peer Feedback
This feedback sheet is for:
Star:
Star:
Wish:
Media Violence unit

ESRB Ratings Table
Game title: ESBR rating:

My personal rating and reason: My revised rating and reason after group
discussion:
Types of violence:
Media Violence unit

My groups rating:
ESRB Ratings: Early Childhood, Everyone, Everyone 10+, Teen, Mature, Adults
Only
Media Violence: Final Project
Student task number one: You are now the experts;

it is your turn to teach. Each of you will receive one
of our four key concepts; you will be required to
know it extremely well and present your knowledge
on it to the rest of the class! Create your
presentation in Google slides so you can share it
with me.
Media Violence unit

Here is the information you will have to research
and present:
1. What is your key concept?
2. Define your key concept in your own words
3. Pick two types of media we looked at and

discuss how they connect to your key concept:
use evidence from the projects, assignments,
worksheets and vocabulary we have done.
Note: Although you will be gather information in

groups, you will be presenting individually, thus
each individual group member must be an expert!
Student task number two: Take knowledge from

the other experts! You will listen intently to the
other experts present and fill out the expert chart
for each key concept.
Rubric:
Outcomes:
3.1 Plan and Focus:
Plan to gather information: plan and organize

data collection based on instructions,
explanations and pre-established parameters
Media Violence unit

Focus attention: use note-taking, outlining or
representing to summarize important ideas
and information
Media Violence Excellent Proficient Acceptable Limited
ct 10 8.5 7 5.5
3.1.1 Accurate Accurate Accurate Information
Plan to gather information information information taken from
information: taken from taken from a taken from a only one
plan and organize several sources couple of couple sources source and or
data collection in an sources in an but not information
based on organized organized organized. not accurate.
instructions, manner. manner.
explanations and
pre-established
parameters
3.1.3 Demonstrates a Demonstrates Demonstrates a Demonstrates

Focus attention: comprehensive a thorough straightforward a superficial
use note-taking, summarization summarization summarization summarization
outlining or of information. of of information. of
representing to information. information.
summarize
important ideas
and information
Media Violence Unit Test

This test contains multiple choice, matching and response questions. It
pulls from the worksheets, projects and vocabulary we have looked at
throughout our unit. You will have 40 minutes to complete the test
Written response: As a class we will view 2 different media clips in order to

respond to the following 2 questions.
Media Violence unit

Excellent Proficient Adequate Limited
Rich detailed Specific Simplistic Undeveloped
Understand forms and genres: identify the characteristics of different types of media texts
1. Use the 4 Ws (of deconstructing newscasts) to deconstruct the

news clip shown. Use complete sentences and detail for each W.
(To get an excellent or proficient you must discuss all 4 Ws).
2. What is the mood of the PSA? Use the deconstruction methods we

used in our creating PSAs activity to describe the mood of the
PSA.
Multiple-choice: Answer the following multiple-choice questions by circling the

letter of the correct answer.
3. Vocabulary: Define media violence:
A. Media that discriminates against elderly people.
Media Violence unit

B. Media messages or images that are threatening or hurtful.
C. Movies that use foul language and are not appropriate for
young children.
4. Connect the following quote to the key concept that best relates to
it:
My son thinks that violence in sports is a great thing; he is a hockey

player and thinks it is a part of the game. I think it is awful and
should absolutely not be a part of hockey! It sends a bad message.
My husband agrees with me. Get rid of hockey fighting!
A. Each person interprets messages differently
B. The media has special interests.
C. Each medium has its own language, style, form, techniques,

conventions and aesthetics.
5. Vocabulary: Define producer in media:
A. A person who purchases goods and services for personal use.
B. A person, company, or country that makes, grows, or supplies

goods or commodities for sale.
C. An organism, either a green plant or bacterium, which is part of

the first level of a food chain.
Media Violence unit

6. Connect the following quote to the key concept that best relates to
it:
There is a lot that goes into creating a video game with violence
attached to it. You need to consider what audience you are trying to
reach. From there you need to decide what kind of violence would
be appropriate. You need to decide what characters, visuals, setting
and language to include. There are a lot of steps to go through to
create this type of media that is different from movies or other types
of media
A. The media has special interests.
B. Each person interprets messages differently.
C. Each medium has its own language, style, form, techniques,

conventions and aesthetics.
7. What is one of the limitations that newscasts face:

A. A lack of funding.
B. Time limitations.
C. Discrimination from other mediums.
8. Vocabulary: Define bias:
Media Violence unit

A. Bullying a group of people because you believe you are smarter
than them.
B. In favor of or against one thing, person, or group compared

with another, usually in a way considered to be unfair.
C. Discriminating against a specific type of media because you

disagree with its message.
9. The difference between PSAs and commercials is:
A. Commercials are funny and PSAs are sad
B. Commercials are long and PSAs are very short
C. Commercials sell something and PSAs raise awareness
10. Vocabulary: Define media:
A. The violent television and movies we watch
B. Any kind of social media including: Facebook, Instagram, Twitter,

YouTube
C. Various channels of communication between a person or person

and their intended audience
Media Violence unit

Media Violence unit
Matching camera angles: Match each term on the left to its definition on the right. Note: there
are more terms than there are definitons!
A. Extreme Close up Stop one shot and abruptly start the next creating
the impression of different places at the same time
Camera moves vertically up or down

B. Extreme Long shot
Go to black or go from black to picture;

suggests a passage of time
C. Tilt
D. Fade in/out A shot of a house used to establish the

setting
E. Cut
Show the eyes/face; used to show
emotion
F. Medium long shot
Media Violence unit

Media Violence unit

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Unit Plan ps2

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Leah Fowler

Ed 3601 Curriculum and instruction

PS2 Spring 2017

Unit: Media- Violence in the Media

Dates taught: March 6th- April 12th

Five classes per week at 40 minutes a class for 6 weeks

Teacher associate: Gay Lagler

School: St. Marys School

3. Resources and materials

4. Objectives/ Goals and Learning activities/ instructional strategies

5. Assessment and evaluation

6. Enrichment, considerations, differentiation

7. Connections to other areas of curriculum

8. Plan for accompanying display

II. Unit plan assessment

political). 4 Each person interprets messages differently.

Reading and writing:

o Reading and working to analyze many different forms of media

Viewing and representing:

o Viewing many different forms of media including: newscasts, sports clips,

o Representing understanding and analysis through creating and sharing with

creating and arguing their opinion during a sports debate.

Listening and speaking:

o Presenting a number of different activities to the class to work on speaking skills

video game advertisements and video game reviews.

Students needs and interests:

motivation and engagement.

increase participation, motivation and overall enjoyment of the learning.

vocabulary they have previously been taught.

Content and activities:

Link to program of studies:

Texts for students:

Intro to media videos:

News clips and articles:

work to deconstruct newscasts:

after reading activity focusing on bullying and gender:

Words Hurt: https://www.youtube.com/watch?v=1j6YA03hm4k

Walk away: https://www.youtube.com/watch?v=_sxr9N1FQbo

Hockeyfights.com, hockeyfighters.com, Goonblog, Crashingthenet.com

(including both for and against):

The following website will be used to explore video game ratings:

Literature consulted to create this unit:

o Literacy 9: Selections for Modelling and Demonstration. Jennette Mackenzie. Nelson

Monday Tuesday Wednesday Thursday Friday

(Introductory) Title: Intro to media (Developmental) (Developmental) (Developmental)

No class PD day Day Six Day Seven Day Eight No Class

Day thirteen Day fourteen Day fifteen Day sixteen No class

Day seventeen Day eighteen Day nineteen: Day twenty:

- Go over the final Description of

5. Assessment and evaluation

activities, teacher feedback on presenting of activities

6. Enrichment, considerations, differentiation:

o Assignments: The assignments allow for a wide range of interpretations an understanding

towards catching up.

7. Connections to other areas of curriculum:

Skills and processes:

o 7.S.1 develop skills of critical thinking and creative thinking

o 7.S.5 demonstrate skills of cooperation, conflict resolution and consensus building

o 7.S.8 demonstrate skills of oral, written and visual literacy

o 7.S.9 develop skills of media literacy

8. Plan for accompanying display:

dynamic for an increased level of freedom.

over plan and amount of freedom I will be giving the students.