Analyzing Media Unit - Sequence of Five Activities Topic: Media Evaluation

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Teacher Background Information

Teacher Administrative Information

Teacher Media Log

Activity 1A – What is Media?

Activity 1B – What’s Your Point?

Activity 1C – Response-Ability

Activity 1D – Media Designers

Activity 1E – Media Messengers

 

Keywords

media, persuasion, bias, stereotype, body image, logo, slogan, message, audience

Search Curricular Keywords

Key Concepts

media exploration, persuasion/advertisingtechniques, inferred messages, media design

Process Skills Utilized

interprets, creates, designs, analyzes, demonstrates, relates, predicts, infers, distinguishes, describes, identifies, labels, lists

Intended Grade Level - 6-8

Description

With all the media influences bombarding us daily, we must develop media literacy skills in our students so they can effectively interpret and evaluate information that may have a strong bias. This is especially important when dealing with health-related information.

After exploring the concept of media and persuasion techniques, students will design and present their own media messages using various formats to be assessed by the rubric provided at the end of the unit.

Activity 1A – What is Media?

Activity 1B – What’s Your Point?

Activity 1C – Response-Ability

Activity 1D – Media Designers

Activity 1E – Media Messengers

Objectives

After observing media examples and discussing in class, the student will be able to:

• define media, persuasion, bias, stereotype, body image, logo, slogan
• identify inferred messages, target audiences, appeal strategies
• explore the effects media has on our society and on us as individuals
• solve problems by working cooperatively
• design original persuasion messages (using art and color techniques learned)
• use viewing/representing techniques to inform, entertain and persuade
• use precise speech

Activity References Used

Viewing and Representing” Media Literacy in Texas, A Collaborative Project Between The Texas Education Agency, Discovery Communications Inc., and the Texas Cable and Telecommunications Association

Seligman, Katherine. “Young and Wired: Computers, cell phones, videogames, blogs, text messages – how will the sheer amount of time spent plugged in affect our kids?”. San Francisco Chronicle. May 14, 2006. <http://medialit. med. sc. edu/young_and_wired. htm>.

“Help Your Kids See Through the Media-peddled Culture of Celebrity”. The Kansas City Star, Mo. March 14, 2006.
<http://medialit. med. sc. edu/kids_media_celebrity. htm>.

“Media Smart Youth: Eat, think, and be active”. Media Smart Youth. National Institutes of Health. June 23, 2006.
<http://www.nichd.nih.gov/msy/msy.htm>

Public Broadcasting System website www.pbs.org/inthemix
(video clips on health choices, food labeling, smoking, cliques and stereotyping, political literacy)

National Institutes of Health website www.nih.gov

Funding

M.O.R.E. Curriculum Program Funding 2003-2008:
National Institutes of Health
National Heart, Lung, and Blood Institute
Minority K-12 Initiative for Teachers and Students
Grant # R25 HL75777

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