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Thematic Unit-F. Mendoza

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Fiorelys Mendoza
Fiorelys Mendoza

This three-day thematic unit teaches sixth grade English students about media literacy. Day 1 introduces core concepts of media and how advertisements are constructed. Students analyze logo recognition. Day 2 focuses on how media messages are constructed using videos and magazine analysis. Day 3 has students apply principles of persuasion to create an original commercial. The unit reflects Jesus' teaching methods by engaging students through technology, group work, and popular topics. It aims to empower students to discern true messages from false ideologies promoted in media.

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THEMATIC UNIT PRESENTATION: EDCI/RELB 511 FIORELYS MENDOZA MORALES
Introduction This slideshow portrays a three-day thematic unit of an English Language Arts class for a sixth grade English inmersion school. The purpose of this unit is to develop media literacy in students while reflecting upon Jesus teaching methods to present this eyeopening lesson.
Five Core Concepts of Media 1.All media messages are constructed. 2.Media messages are constructed using a creative language with its own rules 3.Every person experiences the same message differently. 4.Media have embedded values and points of view. 5.Most media messages are organized to gain profit and/or power.
Course: English Language Arts-Sixth Grade DAY 1
DAY 1:Engaging the StudentExamples Showing a slide in a presentation that shows colors yellow and red making a specific pattern will capture students interest. Students will try to guess what does the image (which has no letters) stands for. When someone guesses that it is McDonalds we will go on to explain why he or she realized it stood for that. After commenting on the use of shades, color, and shapes we will begin our lesson on rhetoric and mass media. Students will start asking themselves what processes and strategies advertising create to develop unconscious brand knowledge in consumers. Example: What is this advertisement for?
DAY 1: Class Sequence
DAY 2: Media Literacy
DAY 2: Engaging the Student Ask students about the discussion in previous class. Talk about the purpose of mass communication. Present a video on the use of Photoshop Tool for engaging in discussion: http://www.youtube.com/watch? v=iYhCn0jf46U
DAY 2: Class Sequence Add procedure here Step one Step two
DAY 3: Exemplifying Media Awareness and Rhetoric- Creating a Commercial
DAY 3: Engaging the Student Review pillars of persuasion in communication: ethos, pathos, and logos; elements used to persuade audience of the speakers credibility, emotional connection, and/or logical argument. Present an original commercial made by students. Watch video: http://www.youtube.com/watch? v=I0KvKNCCgIQ
DAY 3: Class Sequence
Overview of Lesson The lesson begins on Day 1with an overview of the mass communication theories along with videos to further explain the ideologies posed and how these influence the population. The lesson also provides an exercise on logo recognition to analyze how companies train our brain to distinguish brands. On the second day students will use their sensory skills to analyze a magazine cover. After studying the elements of persuasion, media influence, rhetoric, and symbolism each group will establish which elements are used to persuade the viewer of a given perception. These range from: false perception of beauty, happiness, popularity, among others. Their findings will be presented in class. During the third day students will use the pillars of persuasion to develop a commercial of an original product. This will be a very creative project where they can apply all of the knowledge acquired on mass communication and rhetoric to persuade the target audience.
Cohesiveness with Jesus Teaching Methods The unit on media literacy holds a tight connection with the teaching methods used by Jesus. Throughout this lesson one can develop individual attention. Mass media is a very popular and interesting topic for youngsters and providing them with technology, visual aids and numerous examples to help them understand the ideologies behind constructing messages is something that will empower their learning experience greatly. The activities incorporated excite students thus they do things like role-play, drama, use of technology and discussion of popular culture. Group work allows the students to develop their communication skills, hone their creativity and enhance their interpersonal intelligence. Plus they develop the art of listening, respecting ideas, tolerance, among other important qualities that are necessary to succeed in educational, technical and community aspects of life.
Conclusion: Relevance of Lesson Nowadays young adults are being bombarded by lots of propaganda through mass media which portrays negative lifestyles as okay. These false ideologies about beauty, diversity, bad lifestyles portrayed as cool and other deviated ways of living permeate daily in newspapers, magazines, internet, radio and television. This unit touches up on the importance of students understanding on how media messages are constructed to disseminate false ideologies as ordinary and normal practices when they are not. We must discern what type of ideologies we are being unconsciously taught and if they are agreeable to God.

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Thematic Unit-F. Mendoza

  • 1. THEMATIC UNIT PRESENTATION: EDCI/RELB 511 FIORELYS MENDOZA MORALES
  • 2. Introduction This slideshow portrays a three-day thematic unit of an English Language Arts class for a sixth grade English inmersion school. The purpose of this unit is to develop media literacy in students while reflecting upon Jesus teaching methods to present this eyeopening lesson.
  • 3. Five Core Concepts of Media 1.All media messages are constructed. 2.Media messages are constructed using a creative language with its own rules 3.Every person experiences the same message differently. 4.Media have embedded values and points of view. 5.Most media messages are organized to gain profit and/or power.
  • 4. Course: English Language Arts-Sixth Grade DAY 1
  • 5. DAY 1:Engaging the StudentExamples Showing a slide in a presentation that shows colors yellow and red making a specific pattern will capture students interest. Students will try to guess what does the image (which has no letters) stands for. When someone guesses that it is McDonalds we will go on to explain why he or she realized it stood for that. After commenting on the use of shades, color, and shapes we will begin our lesson on rhetoric and mass media. Students will start asking themselves what processes and strategies advertising create to develop unconscious brand knowledge in consumers. Example: What is this advertisement for?
  • 6. DAY 1: Class Sequence
  • 7. DAY 2: Media Literacy
  • 8. DAY 2: Engaging the Student Ask students about the discussion in previous class. Talk about the purpose of mass communication. Present a video on the use of Photoshop Tool for engaging in discussion: http://www.youtube.com/watch? v=iYhCn0jf46U
  • 9. DAY 2: Class Sequence Add procedure here Step one Step two
  • 10. DAY 3: Exemplifying Media Awareness and Rhetoric- Creating a Commercial
  • 11. DAY 3: Engaging the Student Review pillars of persuasion in communication: ethos, pathos, and logos; elements used to persuade audience of the speakers credibility, emotional connection, and/or logical argument. Present an original commercial made by students. Watch video: http://www.youtube.com/watch? v=I0KvKNCCgIQ
  • 12. DAY 3: Class Sequence
  • 13. Overview of Lesson The lesson begins on Day 1with an overview of the mass communication theories along with videos to further explain the ideologies posed and how these influence the population. The lesson also provides an exercise on logo recognition to analyze how companies train our brain to distinguish brands. On the second day students will use their sensory skills to analyze a magazine cover. After studying the elements of persuasion, media influence, rhetoric, and symbolism each group will establish which elements are used to persuade the viewer of a given perception. These range from: false perception of beauty, happiness, popularity, among others. Their findings will be presented in class. During the third day students will use the pillars of persuasion to develop a commercial of an original product. This will be a very creative project where they can apply all of the knowledge acquired on mass communication and rhetoric to persuade the target audience.
  • 14. Cohesiveness with Jesus Teaching Methods The unit on media literacy holds a tight connection with the teaching methods used by Jesus. Throughout this lesson one can develop individual attention. Mass media is a very popular and interesting topic for youngsters and providing them with technology, visual aids and numerous examples to help them understand the ideologies behind constructing messages is something that will empower their learning experience greatly. The activities incorporated excite students thus they do things like role-play, drama, use of technology and discussion of popular culture. Group work allows the students to develop their communication skills, hone their creativity and enhance their interpersonal intelligence. Plus they develop the art of listening, respecting ideas, tolerance, among other important qualities that are necessary to succeed in educational, technical and community aspects of life.
  • 15. Conclusion: Relevance of Lesson Nowadays young adults are being bombarded by lots of propaganda through mass media which portrays negative lifestyles as okay. These false ideologies about beauty, diversity, bad lifestyles portrayed as cool and other deviated ways of living permeate daily in newspapers, magazines, internet, radio and television. This unit touches up on the importance of students understanding on how media messages are constructed to disseminate false ideologies as ordinary and normal practices when they are not. We must discern what type of ideologies we are being unconsciously taught and if they are agreeable to God.