Day 6 Lesson Plan

Lesson Plan – Day 6 (Monday) Goals Students will begin to think about how different forms of information such as advertisements are presented to them on a daily basis. They will use this information to make decisions on the types of genres they will choose for their artifacts. Rationale Students live in a world surrounded by media, advertisements and other information and rarely take the time to think about what it means to them as a viewer. Students need to think about how the genres they pick for their portfolio represent their research in different ways. This lesson will help them see the connections between form, audience and purpose and allow them to make more informed decisions about the types of genres they want to use. Assessments • In-class discussion about media and popular culture • Presentation of one tangible artifact with a rationale due tomorrow. Standards • •

CE 1.3.1 CE 1.3.5

Objectives Students will be able to: • Understand how different media portray different messages to an audience. • Use Form = Audience + Purpose to better understand how messages are portrayed and for what reasons. • Think critically about the choices they make for their multigenre artifacts and how it will affect what the reader finds out about the information presented. • Choose their own popular culture artifact and engage with the deeper meanings of it outside of class. Tasks 1. Students will turn in Research Update 1 at the beginning of the hour. There should be at least four sources and a brief summary of the things they have learned so far. 2. Ask students if they notice what advertisements are trying to tell them. See if they can give any examples. 3. Show students various pictures of advertisements from Danielle DeVos’ PowerPoint. 4. Ask students to write down what they think the message is and who the message is being sent to for each picture that is shown.

5. After showing all the pictures, go back through them one by one and talk about each advertisement. Ask why students have differing opinions on who the message is being sent to or what it means. This may spike debate in class but this is a good thing. 6. Explain to students that the differing opinions are due to their backgrounds and that not everyone will agree on a single explanation or message. Tell them this is the different audience in the equation of Form = Audience + Purpose. 7. Afterwards, show students multiple genres of High School Musical information: pictures, satires, videos by others, etc. 8. See if students notice a difference between genres other than the obvious movie versus picture versus article. They should be able to tell that some are satire and some are not, if not lead them to see that. 9. Talk about how each one is being portrayed to a different audience. Then, ask them how they know it is meant for a different audience. Lead them towards understanding that the SNL clip is not meant for kids, etc. Tell them this is the Form and Purpose parts of the equation. 10. Give students the assignment for tomorrow regarding bringing in an artifact and writing a short response. They should be able to relate the information of Form = Audience + Purpose to their artifact. Materials • • • • To-Do List • • •

Computer and projector Copies of handouts PowerPoint with advertisements High School Musical references

Get PowerPoint and review Compile High School Musical artifacts Make worksheet and copies

References DeVoss, Danielle. "Visual Rhetoric in the Classroom." TE407. Oct. 2008. Entertainment News Satire | Celebrity News Satire | Hollywood Gossip Blog. 19 Apr. 2009 . "High School Musical 3 DVD and Blu-ray Disc - Official Site." The Official Home Page for All Things Disney | Home | Disney.com. 19 Apr. 2009 . Slaton, Adie. "Messages We Send Students." TE 302. Feb. 2007. "Textual Analysis - song "We're Breaking Free"" Weblog post.

. "Zac Efron's 'High School Musical' parody was the hit of 'SNL'! | The Dish Rag | Los Angeles Times." Top of the Ticket | One protester's handwritten notes from behind the tea party lines | Los Angeles Times. 19 Apr. 2009 . Handout – please see below