Using PBL to teach media literacy through product creation /commercial making.

1. media
LITERACY
Presented By: Angela McCloskey
Create a product and make a
commercial
PBL Project Based Learning

2. Who? Where? How?
Class :
• 8th grade Language Arts
Class 90min Block Schedule.Grade
• Preforming and Visuals Art
Magnet School.School
• Disciplinary Theme:
Language Arts, Math
science, and visual arts.
Cross
Disciplinary
Theme

3. Students will create and develop a product. Then produce a 30 second commercial.
Objective :
Through this media literacy project based activity students will collaborate, analyze. create, produce, craft, a
product then to produce a product. Packaging must be to real-life scale. Last, students will create a 30 second
commercial.
Learning Objectives:
• Use a filtering system for critical thinking and discernment about any media message, anywhere, anytime,
anyhow.
• This will help students acquire content knowledge on a lifelong basis significantly impact their health choices
and behavior.
• Show student how to represent themselves effectively as active citizens and contributors, and dare we say it
have fun while learning!

4. What is Media Literacy?
Lesson 1 :
Motivation: Guess the Slogan Game .
Objective: Explore: “What is Media Literacy?”
Procedure: Take a look at commercials and advertainments.
Watch: 5 Secret Advertising Tricks From The Food Industry
Five Most Powerful words in advertising: YouTube Video
Learn to read product labels: Work sheet

5. Lesson 1A
Pictograph Slogan Game
Resources

6. Adverting Effectiveness
Lesson 2 :
Motivation: Watch commercial.
Objective: What makes an effective Ad/ product?
Procedure: Look at Capitan Crunch Commercial
Brain Storm as a class using set questions.
Colors: Packaging and color importance in product development.
Group Assignment : Complete worksheet. Teacher will use realia. Each group will
have a sample of their product to taste see, smell to help complete worksheet.
Students will use critical thinking skills to analyze the media ad. What is the
message of the ad? Who is the intended audience? Students will use this
worksheet to enhance your media awareness and critical thinking skills.
Group 1
Group 2 Group 3 Group 4 Group 5

7. Lesson 2A
Colors in Advertising.
Resources

8. Product Development Part I
Lesson 3 :
Objective: Students will create a competing product from the
item analyzed yesterday. Brain storm-Create a mind map and
Product information.
Procedure: Rough product sketch.
Group Assignment : Pitch product to class with one sentence
or slogan.
Materials: Colored pencils/markers/ large white paper/

9. Product Development Par II
Lesson 4 :
Objective: Students will finish final sketch. Next, students will
complete all questions on the rubric check list.
Procedure A: Students will assign group positions. Leader of
the group will be Artistic Director. Other positions will include
graphic design team (2) students. Public relations manager.
Research and development member and commercial producer.
Students can create additional positions however work
delegation must be even.
Procedure: B Teacher will have a 5minute meeting with each
group and students will move to the PC room to begin
designing layouts in photoshop or illustrator, research dietary
regulations for nutritional Facts, and companies that make
product prototypes. Information will due next week so teacher
can send graphics to development companies.
CHIPS-pink-sugar-
shoppe.myshopify.com
SODA
:http://signaturebysarahdesi
gns.blogspot.com

10. Summit Graphics / Field Trip
Lesson 5/6 :
Lesson 5
Objective: Groups will summit graphics and check list by the
end of class 5.
Procedure: Finish proto-type/labels
Group Assignment : Final group meeting (10min) with teacher.
After meeting teacher with summit proto-types or labels to
companies for production.
Lesson 6
(Field Trip to local advertising agency)
Objective: Learn how to make a commercial.
Procedure: Students will tour a local adverting agency.
Group Assignment : Groups will be paired with a mentor from
the company completing a storyboard for their commercials.

11. Create a Commercial
Lesson 7 :
Objective: Create a Commercial for product.
Procedure: Students proto-type/labels have arrived.
Students will check out cameral, sound, lighting and any
other production material needed.
Group Assignment : Students will complete editing the
commercial for homework. Students must summit prior
to class and check for any audio or visual errors.

12. Final Presentation
Lesson 8:
:
Objective: Have we created an affective commercial?
Assessment I: Students will screen each of the groups
commercial advertisements for their product created.
Students will have guided rubric of questions that must
be answered and handed in at the end of class.
Assessment II: The last 20 minutes of class student will
write a short response to the following questions: What
was your role in this project? If you could change one out
come of this project what would it be? What is one thing
that you have learned about media literacy?

13. References
Albrigh-Hanna, Adam, ( 2014). It's Not Just The Bikini Bodies In Magazine Ads That Are Fake. Practically Everything Is. Retrieved from
http://www.upworthy.com/its-not-just-the-bikini-bodies-in-magazine-ads-that-are-fake-practically-everything-is.
Media & Values , (n.d). Center For Media Literacy. Retrieved from http://medialit.net/cml-medialit-kit.
O’Flynn Riley, ( 2013). Cap'n Crunch Circus Commercial. Retrieved from https://www.youtube.com/watch?v=OihVIAk3eJI
Suggett Paul , (2016). The 10 Most Powerful Words in Advertising. Retrieved from https://www.thebalance.com/most-powerful-words-in-
advertising-38708.
University of California San Franscico, (n.d) . Diabetes Education Online. Retrieved from (https://dtc.ucsf.edu/living-with-diabetes/diet-and-
nutrition/understanding-carbohydrates/counting-carbohydrates/learning-to-read-labels/
WowSoamaze, (2017). 5 Secret Advertising Tricks From The Food Industry. Retrieved fromhttps://www.youtube.com/watch?v=ux_LyPbO7Kg
Avers .