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WEEK ONE TEACHING BLOCK

ORILLIA

CAMPUS
BACKWARD DESIGN/DOWNWARD DESIGN CROSS CURICULAR PLANNING MODEL
Subjects /Strands: Language Arts/Media Literacy
Dates of possible implementation: March 21 to March 25

A. BIG IDEA
FOR THIS
UNIT
CULMINATING
TASK
Rich
Performance
Assessment
Task pg. 69
Drake Text

Grade: 6

Culminating task due date: March 25

1. All media messages are constructed.


2. Different people experience the same media message differently.
3. Most media messages are organized to gain profit.
Students will work individually to create a movie poster based on a book that they have read
(The book that they choose for their book report) to demonstrate their understanding of the
different media literacy concepts taught in this unit (identify the parts within the media form,
the reasoning for those parts, who is your audience, and what message is your media form
trying to convey). Students will also complete a short write up explaining their design choice.
Assessment For learning: I will evaluate students progress during minds on activities
(engaging prior knowledge) and during consolidation.
Assessment As learning: Students will be provided a checkbric that they can use as they
complete their poster.
Assessment Of learning: The poster and write up will be used to measure the students level
of understanding. Results will be recorded on a rubric.
Knowledge and Understanding: All Media messages are constructs, Audience Negotiate
Meaning, Media conveys a message and purpose.
Application of Knowledge and Skills: Can they apply that knowledge to create the movie poster.

WEEK ONE TEACHING BLOCK

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B OVERALL
EXPECTATION(
S)

1. demonstrate an understanding of a variety of media texts;


2. identify some media forms and explain how the conventions and techniques associated
with them are used to create meaning;
3. create a variety of media texts for different purposes and audiences, using appropriate
forms, conventions, and techniques;

Form
SPECIFIC
EXPECATIONS 2.1 describe in detail the main elements of some media forms (e.g., drama scripts: cast of
characters, description of setting, acts, scenes, stage directions; television quiz shows:
(S)

host/hostess, contestants, prizes; magazines: cover images and text, table of contents, regular
columns, feature articles, advertisements)
Audience Responses
1.4 explain why different audiences (e.g., boys, girls, adults, seniors, various cultural groups)
might have different responses to media texts (e.g., movies, songs, websites, video games,
items of clothing)
Making Inferences/Interpreting Messages
1.2 interpret media texts, using overt and implied messages as evidence for their
interpretations (e.g., explain why the advertisements used in a particular magazine are
appropriate for that magazine, identifying the messages that would appeal to the magazines
audience; explain how advertisements for healthy food and those for fast food differ)
Producing Media Texts
3.4 produce a variety of media texts for specific purposes and audiences, using
appropriate forms, conventions, and techniques (e.g, a movie poster to advertise a movie
based on a narrative they have studied)

LEARNING

Day One: All media messages are constructed


Day Two: Audiences negotiate meaning

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GOAL(S)

C SUCCESS
CRITERIA

ASSESSMENT
TASKS/STRATEGI
ES

ASSESSMENT
TOOLS
What recording
strategies will
teachers use?
POSSIBLE
ASSESSMENT
STRATEGIES

Day Three: Most media messages are organized to gain profit

I can: Use movie poster construct rules to create my own movie poster (Title, Main Characters,
Names of star actors, capture a small scene from the book,)
I can: make my movie poster to attract an audience of my choice.
I can: explain how my movie poster was constructed, who my intended audience is, the
message my poster is sending?
Assessment Of learning: The poster and write up will be used to measure the students
level of understanding. Results will be recorded on a rubric.
Knowledge and Understanding: All Media messages are constructs, Audience Negotiate
Meaning, Media conveys a message and purpose.
Application of Knowledge and Skills: Can they apply that knowledge to create the movie
poster.
Checklist
Rubric
Rating Scale

Anecdotal Comments
Feedback Form Self/Peer AaL/AfL

Other

For / A
Teacher Conference
Observation checklist
Exit Card
Interview
Self Assessment Checklist
Performance Checklist
Concept Attainment, Mind Map, Concept Map
Select Response
Peer Edit
Thumbs Up/Thumbs Down

Spot Check
Teacher Edit
Quiz
Checklist
Question and Answer
Discussion
Self Assessment Response Form
Demonstration
3-2-1
Other

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CAMPUS

D. LESSONS USING LAKEHEAD TEMPLATE & GUIDELINES


Briefly identify the topic, specific teaching/ learning activity, and specific expectation is for each lesson. Lessons
flow together and scaffold student learning. What teaching skills/concepts expectations are being introduced for
completion of culminating task? Outline or sketch out each lesson in the unit
LESSON
DAY ONE
Specific Expectation
Form 2.1 describe in detail the main
elements of some media forms (e.g.,
advertisements)
Learning Activity
Deconstruct different media forms.

DAY TWO
Specific Expectation

WHAT TEACHER
WILL DO
Minds On:
Engage prior
knowledge by
discussing
different forms of
media

WHAT STUDENT WILL DO


Action Two: Students will
work in groups of 4 to
deconstruct a media form
(poster, CD cover, Magazine
Cover, Book)

Action One: As a
class deconstruct
a movie poster
(parts and
purposes the
creator had for
those parts).

Minds On: Show


two commercials
for Moon Sand.
The product is

Action: Students Design a


pair of white shoes ( or what I
can find at the dollar store)

ASSESSMENT
(say write do)
Consolidation:
Have each group
share their media
form, discuss some
of the parts and
purposes for those
parts

Consolidation:
Gallery Walk

RESOURCES
*Movie
Poster
*Magazine
Cover
*Record or
CD Case

*Moon Sand
Video
*6 pair of

WEEK ONE TEACHING BLOCK

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CAMPUS
1.4 explain why different audiences
(e.g., boys, girls, adults, seniors, various
cultural groups) might have different
responses to media texts.
Learning Activity
In groups students will be given the
same item (pair of white shoes) and
design them to attract different
audiences.

DAY THREE
Specific Expectation
Making Inferences/Interpreting Messages
1.2 interpret media texts, using overt
and implied messages as evidence for
their interpretations
Learn Activity
Students will navigate through a website
and draw conclusions about what the
overall message is and what is the
purpose of the website.

essentially the
same but one is
being targeted to
boys and the
other commercial
is being targeted
to girls.

Each group will have to


design their product to
attract a different audience
( boys, girls, teenage girl,
teenage boy, mom, dad)

Discuss their
design choice and
what they learned.

Discuss the video

Minds On: Show


Levis commercial.
Discuss who they
think created the
commercial, what
is the purpose of
the commercial
and what is the
message?

shoes (or
what I can
find at the
dollar store,
they have to
be the
same).
*Crafts- to
design the
shoe.

Action: In groups of two


students will view the
following website
http://nutritionexploration
s.org/
Students will have questions
that will help guide them
through the website. The
questions will help them to
conclude:
*Who created the website?
*What do you think the
purpose was?
*What if any message did it

Consolidation:

*IPads

Discuss the website


and our findings.

*Chrome
Books
*Levis
Commercial

WEEK ONE TEACHING BLOCK

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leave?
DAY FOUR:
Specific Expectation
Producing Media Texts
3.4 produce a variety of media texts for
specific purposes and audiences, using
appropriate forms, conventions, and
techniques (e.g, a movie poster to
advertise a movie
based on a narrative they have studied)

Minds On: Bring


a BigMac Burger
and compare it to
an ad for the Big
Mac. Have
students compare.
Why do you think
the ad looks
different than the
actual burger?
Show video

Learning Activity

https://www.youtu
be.com/watch?
v=oSd0keSj2W8

Begin Culminating Task (Movie Poster)

DAY FIVE

Minds On:

Action: Introduce
Culminating Task
You are a movie producer,
you came across a really
good book (the book chosen
for their book report) and you
want to create a movie based
on the book. Its your job to
make the book look good
(just like McDonalds brings
out the best features to make
the BigMac look good).
Students will create a Poster
to Promote the Film.

Review their
assignment
expectations.

Hand Out
Checkbric

*25 Pieces of
white paper
*25 pencils
*Crayons,
markers
*Macdonald
burger/Adver
tisement
*sample of
Poster

Along with the drawing


students will have to answer
the following questions.
(Identify the different parts?
Identify the different
purposes for each part? Who
is you audience? Who will
benefit from this movie?
What message are you trying
to portray?)
Action: Students will finish

Consolidation:

*trivia game

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Success Criteria
Producing Media Text
3.4 produce a variety of media texts for
specific purposes and audiences, using
appropriate forms, conventions, and
techniques (e.g, a movie poster to
advertise a movie

Review everything
that we learned
(possibly in the
form of a game).

their poster.

Share some of the


Movie Posters using
appropriate
vocabulary.

Review
Expectations For
the Movie Poster

based on a narrative they have studied)


Learning Activity
Continue with Poster.

E. LEARNING
EXPERIENCES
AND
DIFFERENTIATIO
N
LEARNING
SKILLS AND
WORK HABITS
TO BE
ADDRESSED

Accommodation for distraction


Accommodation with LD
Two Modifications: Grade 3
*Need advice
Independent Work:
independently monitors, assesses, and revises plans to complete tasks and
meet goals;
uses class time appropriately to complete tasks;
follows instructions with minimal supervision
Collaboration:
accepts various roles and an equitable share of work in a group;

WEEK ONE TEACHING BLOCK

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CAMPUS

VARIETYOF
LEARNING
EXPERIENCES

responds positively to the ideas, opinions, values, and traditions of others;


builds healthy peer-to-peer relationships through personal and media-assisted
interactions;
works with others to resolve conflicts and build consensus to achieve
group goals;
shares information, resources, and expertise and promotes critical thinking
to solve problems and make decisions.
Ensure that there are a variety of learning experiences provided to match the class and
individual learning profile that you have developed for this group of learners (see next page
for listing)

WEEK ONE TEACHING BLOCK

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CAMPUS
Learning Experiences
Inquiry Questions
Anticipation Guide
Brainstorming
Case Study
Choice Boards
Class Discussion
Computer Simulation.
Concept Attainment
0Concept Formation
Concept Creation
Concept Mapping
Critical Dialogue
Cubing
Debate (Formal)
Debate (Informal)
Examine Both Sides
Four Corners
Game
Game Theory
Graffiti
Graphic Organizer
Graph Creation
Graphing
Guest Speaker

Inside/Outside Circle
Inquiry
Jigsaw
Journal Writing
KWL chart
Learning Centres
Learning Contracts
Metaphors
Movie Review/Analysis
Mind Map
Model Building
Note Making (student
generated)
Note Making (teacher
generated)
Numbered Heads
Jigsaw
Panel Discussion
Placemat
P/M/I
Problem Based Learning
Puzzle Pieces
RAFTS
Research (Guided)
Research (Independent)

Report Writing
Response Writing
Response Journals
Role Playing
Round Robin
Simulation
Snowball
Socratic Dialogue/ Rich
Questioning
Song Creation
Teams Games Tournaments
Three Way Debate
Think Pair Share
Think Pair Square
(Graduated)
Think Together Think
Apart
Thinking Routines
Tiering
Values Line
Venn Diagram
Video Clip
Word Wall
Word Web
Other
__________________________

WEEK ONE TEACHING BLOCK


CAMPUS

ORILLIA