This lesson is for : Grade 5:
Summary
Our daily lives are surrounded by media. This project will help students learn what makes media messages (auditory, visual, written) effective. Students will first deconstruct media and dissect its component parts. Using this information, students will work in groups to construct all types of media messages. In the end, this project will help students to look at and understand the whole meaning of a media message. Students will end this project with the tools needed to deconstruct any media message by focusing on the following attributes: authorship, format, audience, content, and purpose. Students will become a savvier consumer of the media messages that bombard their daily lives.
TIPC Ratings
Research & Information Fluency
Rating: Approaching – Explanation: Students had to construct questions to guide research on their public service ad. They selected the most appropriate digital tools and information sources to help their efforts. Students also worked in a backward design model where they started this project by deconstructing media ads to help find and understand the component parts.
Communication & Collaboration
Rating: Approaching – Explanation: Students worked to establish group norms, form teams, and organize roles to create each part of their public service ad. Students were also using Google Docs to facilitate collaboration both in and out of the classroom.
Critical Thinking & Problem Solving
Rating: Ideal – Explanation: On each phase of the project the students had to select the most appropriate digital tools, as well as questioning, critical thinking and problem solving strategies to best create their Library Public Service Announcement. The final piece to this project was for students to reflect on their roles as critical thinkers and/or problems solvers and set goals for future growth.
Creativity & Innovation
Rating: Ideal – Explanation: The students synthesized existing and self-generated knowledge to create Library Public Service ads that met and exceeded the assignment parameters. The students and the teacher took risks that support any ideas that would help their promotion. One student composed his own music for the jingle. Both the teacher and the students reflected on the creative/innovative process and set goals for future growth.
Lesson Materials
