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Tsou.techunit_outline

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  • 1. Technology Training with Steve Gibbs Technology Integration Unit Outline Name: Jessica A. Tsou Project Title: Digital/Technology Influence in Advertising and the Media Project Subject: English/Language Arts & Health Grade Level(s): 11th-12th Grade Email address: jalext18@gmail.com Essential Question: How does the use of modern technology in advertisements influence teen perceptions about body image, gender roles, sexuality, attractiveness, relationships, and sexual orientation? Scaffolding What are the positive advantages of technology and digital Questions: imaging in advertising? What are the negative advantages of technology and digital imaging in advertising? How does the use of digital imagery change advertising? Approximate Length of Unit (days, weeks) Three Weeks: Week 1—Assign Groups; have each group come up with an “Agency Name”; 20 minutes per class to work on project. Week 2—Groups work on project all class period Week 3—Group presentations Goals: Students will learn to recognize, analyze and evaluate how the different messages in advertisements influence teen perceptions about body image, gender roles, sexuality, attractiveness, relationships, and sexual orientation. Students will learn how technology plays an active role in everyday advertising. Objectives: Each student in every group is responsible for an individual media (pictures, voice over, music, etc.) Students will produce a 30 sec “commercial” advertisement selling either a real or imagined product. Students will learn how to scan magazine articles into the computer and put them into a slideshow/PowerPoint. Students will learn how to use the LCD projector. Students will learn how to present and express their thoughts and ideas to a group. Unit Summary and Sequence of Events – give details: WEEK 1: DAY 1 —Students are presented with a teacher made PowerPoint presentation of their project assignment. This includes: a project description; rubric for grading; deadlines; group assignments; a video from Dove of how digital imaging can really effect advertising (http://www.youtube.com/watch?v=IHqzlxGGJFo); and a demo, via iMovie and Adobe Photoshop of what their final “commercial” advertisement will look like (can be comical, serious, etc). —Once students are in their groups, they will invent an “Agency Name” for their group; the rest of the class period will be used for each group to brainstorm which product (real or imagined) they want to advertise for. WEEK 1: DAY 2
  • 2. Technology Training with Steve Gibbs —Students will be given a tutorial on the basics of how to create a “storyboard” using PowerPoint. —Students will do research on the on the computers watching different commercials and advertisements and how they influence the teen audience (remainder of the class). —Students can start their storyboard if ready WEEK 1: DAY 3-5 —Students will develop a “Storyboard” for their commercial, making a script, gathering images and other items that may be necessary to their project. —If students plan to have music in their commercial they must have it into the teacher by Friday or the 2nd week so that it may be previewed/approved. —Group storyboards via PowerPoit must be submitted to teacher that I can get then printed out on poster board for the final presentations. WEEK 2: Day 1 —Students will be given a tutorial on the basics of iMovie and/or Window MovieMaker. —Groups will film their segments and record their voice over. WEEK 2: Day 2-5 —Remaining groups will film their segments and record their voiceover. —Students who filmed their segments and/or voiceovers will edit their projects on iMovie and/or Window MovieMaker. WEEK 3: Day 1 —Last day to finish up editing commercials and ask questions. WEEK 3: Day 2-5 —Mock of a “real ad pitch”; Students must come in semi-formal dress, using their storyboards pitch their ad, then present their commercial based on their ideas and research. Software and Hardware needed: Computers, Internet (FireFox or Explorer), LCD Projector, PowerPoint, Color Scanner, Adobe (PDF, Photoshop, etc.), iMovie and/or Window MovieMaker, Microphone, Digital Video Recorder; Magazines Accommodations for Differentiated Instruction Resource Student: Expect active participation in purposing ideas and research, experimenting with the tech. Place resource students with advanced students and/or students with natural patience. Gifted Student: Expect advance use of digital movie making features, with advanced transitions and layers in the editing. IDENTIFY STANDARDS – Select two or three standards from each category and copy/paste them into this document Specific Teacher Performance Expectations (TPEs): TPE5. Student Engagement • Clearly communicate instructional objectives to students. • Ensure the active and equitable participation of all students. • Ensure that students understand what they are to do during instruction and monitor student progress toward academic goals . • Examine why students are struggling off-task and use strategies to re-engage them. • Encourage students to share and examine points of view during lessons. They use community resources, student experiences, and applied learning activities to make
  • 3. Technology Training with Steve Gibbs instruction relevant. • Extend the intellectual quality of student thinking by asking stimulating questions and challenging student ideas. • Teach students to respond to and frame meaningful questions. TPE4. Making Content Accessible • Incorporate specific strategies, teaching/instructional activities, procedures and experiences that address state-adopted academic content standards for students in order to provide a balanced and comprehensive curriculum. • Use instructional materials to reinforce state-adopted academic content standards for students and they prioritize and sequence essential skills and strategies in a logical, coherent manner relative to students' current level of achievement. • Vary instructional strategies according to purpose and lesson content. To meet student academic learning needs, candidates explain content clearly and reinforce content in multiple ways, such as the use of written and oral presentation, manipulatives, physical models, visual and performing arts, diagrams, non-verbal communication, and computer technology. Specific CA Content Standards: Language Arts Grades 11 & 12 Research and Technology 1.6 Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources). Narrative Analysis of Grade-Level-Appropriate Text 3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. 3.3 Analyze the ways in which irony, tone, mood, the author's style, and the "sound" of language achieve specific rhetorical or aesthetic purposes or both. Speaking Applications 2.4 Deliver multimedia presentations: a) Combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images. b) Select an appropriate medium for each element of the presentation. c) Use the selected media skillfully, editing appropriately and monitoring for quality. d) Test the audience's response and revise the presentation accordingly. Health Education Grades 9-12 Growth, Development, and Sexual Health (Standard 2) 2.5G Evaluate how culture, media, and other people influence perceptions about body image, gender roles, sexuality, attractiveness, relationships, and sexual orientation.
  • 4. Technology Training with Steve Gibbs Specific ISTE Tech Standards for Teachers: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments (as described in the ISTE National Educational Technology Standards for Teachers). 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S (as described in the ISTE National Educational Technology Standards for Teachers). 3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society (as described in the ISTE National Educational Technology Standards for Teachers). Specific ISTE Tech Standards for Students: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology (as described in the ISTE National Educational Technology Standards for Students). 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others (as described in the ISTE National Educational Technology Standards for Students). 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information (as described in the ISTE National Educational Technology Standards for Students). REFERENCES – List websites, books, magazines, and other resources used to collect content information for this unit CA Department of Education. (March 2008). English and Health Content Standards. Retrieved from http://www.cde.ca.gov/be/st/ss/index.asp. International Society for Technology in Education. (2007). NETS for Students. Retrieved http://www.iste.org/AM/Template.cfm?Section=NETS International Society for Technology in Education. (2008). NETS for Teachers. Retrieved http://www.iste.org/AM/Template.cfm?Section=NETS