Identifying Media Styles, Elements, and Biases<br />George Wurtz<br />GWurtz@Hawaii.edu<br />Spring Semester - May 12, 201...
Learners and the Learning Environment<br />Learners: <br /><ul><li>8th grade students at Wahiawa Middle School in the Cent...
Students are reading at the 7th and 8th grade levels.
Mixed ethnicity class with some ESL students.</li></ul>Learning Environment<br /><ul><li>Classes are 3 periods per week an...
Class size is 24 students</li></li></ul><li>Content & Curricular Relevance<br />Purpose: <br />This class is vital for you...
Learning Objectives <br />In this lesson students will identify and define the 5 W’s of journalism:<br />* WHO * WHAT * WH...
Materials, Media & Resources<br />Student Resources<br /><ul><li>Students will be provided with copies of current Midweek ...
For online research students will be given URLS to the following online news sites:</li></ul>KGMB – KITV – KHON – STAR ADV...
Printer</li></ul>Teacher Resources<br /><ul><li>Computers with internet access</li></ul>The following websites:<br /><ul><...
CENTER FOR MEDIA LITERACY
MEDIALITERACY.COM
A KWL chart as well as a handout with prompts for each of the 5 W’s. (Included)</li></li></ul><li>Technology<br />Technolo...
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Geo lesson plan project

  1. 1. Identifying Media Styles, Elements, and Biases<br />George Wurtz<br />GWurtz@Hawaii.edu<br />Spring Semester - May 12, 2011<br />Desktop Publishing / English & Computer Literacy<br />Grade 8<br />The course is in “DESKTOP PUBLISHING” - There are 3 units:<br />Unit 1 - Identifying Media Styles, Elements, and Biases<br />Unit 2 - Newsletter Design, Layout, and Production Roles<br />Unit 3 – Fundamentals of Microsoft Publisher and Newsletter Creation<br />
  2. 2. Learners and the Learning Environment<br />Learners: <br /><ul><li>8th grade students at Wahiawa Middle School in the Central Oahu school district.
  3. 3. Students are reading at the 7th and 8th grade levels.
  4. 4. Mixed ethnicity class with some ESL students.</li></ul>Learning Environment<br /><ul><li>Classes are 3 periods per week and include “KEYBOARDING” practice and warm up at the beginning of each class.
  5. 5. Class size is 24 students</li></li></ul><li>Content & Curricular Relevance<br />Purpose: <br />This class is vital for young adolescents that are beginning to learn and recognize varying media types and biases as well as how and why various media are created. In this course ultimately a newsletter will be produced.<br />Content Standards:<br />This course and the included units and lessons address a variety of content standards in the areas of LANGUAGE ARTS, TECHNOLOGICAL DESIGN, and CAREER PLANNING.<br />
  6. 6. Learning Objectives <br />In this lesson students will identify and define the 5 W’s of journalism:<br />* WHO * WHAT * WHERE *<br />* WHY & WHEN*<br /> Students will achieve this objective by researching news stories in the local media (internet, television, or newspaper) and summarizing, critiquing, and re-writing a published work in their own words. Higher level thinking skills will be developed by requiring students to discern between differing journalistic styles and viewpoints.<br />
  7. 7. Materials, Media & Resources<br />Student Resources<br /><ul><li>Students will be provided with copies of current Midweek & Star Advertiser newspapers.
  8. 8. For online research students will be given URLS to the following online news sites:</li></ul>KGMB – KITV – KHON – STAR ADVERTISER - MIDWEEK<br /><ul><li>Access to Microsoft Office “WORD” program
  9. 9. Printer</li></ul>Teacher Resources<br /><ul><li>Computers with internet access</li></ul>The following websites:<br /><ul><li>GOOGLE
  10. 10. CENTER FOR MEDIA LITERACY
  11. 11. MEDIALITERACY.COM
  12. 12. A KWL chart as well as a handout with prompts for each of the 5 W’s. (Included)</li></li></ul><li>Technology<br />Technologies to be used and implemented are:<br /><ul><li>Laptop computer and LCD projector
  13. 13. Computers with internet access
  14. 14. Microsoft Office WORD or similar WORD PROCESSING software</li></ul>Educational Technology Standards<br />Standards 1 – 5 from the ISTE.org Website “Standards for Students”<br /><ul><li>Demonstrate creativity and innovation
  15. 15. Communicate and collaborate
  16. 16. Conduct research and use information
  17. 17. Think critically, solve problems, and make decisions
  18. 18. Use technology effectively and productively</li></ul>Assumptions:<br />It is assumed that students have prior knowledge of internet navigation and beginning word processing skills.<br />
  19. 19. Pedagogy - Methods<br /><ul><li> Lecture at the beginning of the lesson, check for learning and progress half way through lesson and final summation via group discussion to synthesize content knowledge.
  20. 20. Students collaborate with each other in pairs or learning groups.
  21. 21. Students engage in class discussions, question & answer sessions.
  22. 22. Students have writing exercises which emphasize and include proofreading, editing, revision, and document formatting.
  23. 23. Students practice taking notes using the “Cornell Notes” method (Included).
  24. 24. For students with different needs and abilities, assessment will be made by teacher evaluation of student responses to questions regarding the 5 W’s.
  25. 25. For ESL students allowances will be made in research URL’s that include sites in their native language. Assessment will be made through teacher – student dialogue. </li></li></ul><li>Student Outcomes<br /><ul><li>Students will demonstrate their learning about the subject matter through class discussions and the rewriting or retelling of a current news story.
  26. 26. Students will produce a 1 page summation of their reviewed article or they will be allowed to give an oral presentation to the class.
  27. 27. Students will demonstrate their utilization of technology by describing the sites they used to gather information either orally or by listing the website’s URL’s in their finished documents.
  28. 28. Students will demonstrate their understanding of the material presented by making a value judgment as to the quality and voracity of their chosen news story.
  29. 29. Students will state their reasons for their opinions. </li></li></ul><li>Assessment<br />I will assess student learning by:<br /><ul><li>Frequent one on one student discussion and feedback during class
  30. 30. By gauging student enthusiasm or frustration level with the lesson
  31. 31. The thoroughness in the listing and explanations students give regarding the 5 W’s of journalism. </li></li></ul><li>Implementation<br />This course:<br />Desktop Publishing<br />Course Map<br />includes<br />WAYS OF LEARNING<br />ROUTINES & STRATEGIES<br />UNDERLYING CONCEPTS<br /><ul><li>The 5 W’s of journalism,
  32. 32. Interviewing techniques,
  33. 33. Journalistic writing style,
  34. 34. Proof reading, editing, revising, & publication of news articles,
  35. 35. Graphic design principles,
  36. 36. Mastery of Microsoft “Publisher”
  37. 37. Note taking principles and methods
  38. 38. Group participation & cooperation.
  39. 39. Independent internet research,
  40. 40. Selected readings,
  41. 41. Working in pairs or groups to complete</li></ul> projects,<br /><ul><li> Lecture,
  42. 42. Viewing of online documentaries and</li></ul> tutorials<br /><ul><li>Use of KWL charts & Cornell Notes,
  43. 43. Class discussions,
  44. 44. Peer & teacher feedback & critique,
  45. 45. Teacher, self, and peer evaluations.
  46. 46. Collaborative pairs or learning groups,
  47. 47. Class discussions, question & answer sessions,
  48. 48. Writing exercises,
  49. 49. Note taking practice
  50. 50. Participate as a member of a group in all activities related to the ultimate production of a 2 to 4 page newsletter describing the current events in Wahiawa Middle School</li></ul>Learned through these<br />UNITS<br />Identifying the 5 W’s of <br />journalism, interpreting & <br />re-writing a published news<br />article.<br />Bringing newsletter<br />together, critiquing<br />& revisions.<br />Unit 3<br />Fundamentals of<br />Microsoft Publisher & <br />Newsletter Creation<br />Unit 1 <br />Identifying Media Styles, <br />Elements, and Biases<br />Interview Techniques,<br />Note Taking,<br />Conduct an Interview <br />Publisher practice,<br />news and graphics<br />reporting<br />& acquisition<br />Unit 2 <br />Newsletter Design, <br />Layout, & <br />Production Roles<br />Writing and revising<br />student interview<br />Choosing pictures to illustrate<br />interview.<br />Peer review.<br />M. S. Publisher,<br />Camera, &<br />Photoshop basics<br />Divide into teams<br />Identify roles, obligations,<br />& responsibilities.<br />Rough draft<br />of design<br />& layout<br />Brainstorm <br />newsletter topics<br />and articles.<br />
  51. 51. Lesson Evaluation<br /><ul><li>Student interest and enthusiasm while working on this lesson.
  52. 52. Student ability to work independently with moderate teacher guidance and explanations.
  53. 53. Evaluation of student KWL and Cornell Note handouts for thoroughness.
  54. 54. Class discussion of what students liked most, liked least, and student opinions regarding sticking points or clarity of lesson instructions.
  55. 55. The success of this lesson will ultimately be determined by the quality of the end of semester finished product.</li></li></ul><li>Final Thoughts<br />The success or failure of this lesson plan as well as the unit and course as a whole will be determined by the amount of pride students show in their finished newsletter.<br />If students are eager to request multiple copies of their newsletter to take home to parents or to share with friends I will have determined this class to be a success.<br />On the other hand, if at the end of the lesson students appear to be confused or lack enthusiasm over the process I will have to go back to the drawing board.<br />Luckily I believe in the saying that if at first you don’t succeed try, try, again <br />

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