Grade+6

Introduction to Media Literacy:
[|A Day in the Life]

This lesson examines how technology and media have changed over the past fifty years, and how this has influenced everyday life. In small groups, students will read a pair of case studies that review a day in the life of two high school students, one living in 1949 and the other in 1999. In each case study, students will look at the role played by the media in the lives of the individual. After discussing the case studies, students are asked to predict what the role of media might be fifty years from now.

=__Term 1 Focus: Youth Magazines __= //Collect a variety of magazines targeting youth. Examples available in the library include Boy's Life, Discovery Girls, Transworld Skateboarding, BMX Plus, Sports Illustrated for Kids/Teens, etc... Also include copies of magazines like Faze, Pop Star!, Teen Vogue and Seventeen. Students may also bring in own magazines.//

===Teacher prompts to guide discussion about magazines (Based on ideas from [|Advertising All Around Us]): === Looking at the covers of various magazines: What audience is this magazine geared for? What evidence tells you that? What types of articles/images/ads would you expect to find in this magazine? Explain your thinking. (explain purpose and audience, 1.1) Is there a connection between the articles and the advertisements used in this magazine? (interpret media texts, 1.2) Analyzing images in the magazine (choose a particular image and cover the words associated with the image): Is this image an advertisement or a photograph? Why do you think so? What appeals to you or does not appeal to you about this image? Are there differences between ads and non-ads? (evaluate effectiveness of presentation in media texts, 1.3) Who do you think would be the most likely audience for a car/fashion/video game/etc... magazine? Explain your answers. (explain different audience responses, 1.4) Analyzing a particular magazine ad: How might teenagers respond differently to this ad than their parents? How might boys respond differently than girls? (explain different audience responses, 1.4)

What message is being conveyed by this ad? What has not been said about the product? What lifestyle image is being portrayed? What bias or stereotype can you detect in this ad? (identify point of view, 1.5) Compare an advertisement that features a product to a lifestyle or image-based ad that doesn't feature a picture of the product: What is the difference between these two ads? What are the similarities? Why would an advertiser create an ad for a product that doesn't feature the product itself? What message is the advertiser trying to accomplish? Which types of ads do you think would be more effective in reaching consumers? Why? (identify production perspectives, 1.6)

Analyze several ads, using the following questions as guidelines: Is it a drawing or a photograph? Is it live action or cartoon? What headlines, logos or slogans attract attention? Note the number of words used to present an idea. Analyze the use of colour, position, layout, words (descriptors) and any other elements that make ads more appealing. How does the language help to establish an image? (describe main elements of media form, 2.1)

Analyze several ads from a variety of magazines. Discuss the following advertising techniques: <span style="font-family: 'Comic Sans MS',cursive;">**Bandwagon:**Join the crowd. Everyone is buying it/using it/doing it.**Testimonial:**A famous person or authority claims the product is good.**Image Advertising:**A product is associated with certain people, places, activities. The implied message is one of attractiveness, wealth, enjoyment, etc.**Weasel:**A promise is implied by using words like "usually" or "chances are."**Omission:**Facts about the product are not told.**Repetition:**Saying it again and again.**Scale:**Making a product bigger or smaller.**Association:**Promising adventure, attractiveness, quality.**Name-calling:** Making the product seem better by using unpopular terms about the competition <span style="font-family: 'Comic Sans MS',cursive;">You may choose to use the handout [|Common Advertising Strategies](identify conventions and techniques, 2.2)

<span style="font-family: 'Comic Sans MS',cursive;">Creating a media text (3.4):
<span style="font-family: 'Comic Sans MS',cursive;">In the lesson [|Create a Youth Consumer Magazine], students use the consumer magazines //Adbusters// and //Zillions// as models for creating their own youth consumer magazine in small groups. Acting as investigative reporters, product testers and writers, students can publish their exposés, surveys and test results in a magazine format or online. Small groups work to investigate and test consumer products such as sports equipment, food, video games, fashion or music. While creating their magazines, students will be prompted to consider the following:

<span style="font-family: 'Comic Sans MS',cursive;">Why do you think it is important for teens to know about this product? Why might you need to be especially persuasive to interest other teens? (3.1) <span style="font-family: 'Comic Sans MS',cursive;">Which form (exposé, survey and test results, ad parody) do you think would be most effective for reaching your audience? Why? (3.2) <span style="font-family: 'Comic Sans MS',cursive;">How will the following elements help you to communicate your ideas in your magazine? (3.3)
 * <span style="font-family: 'Comic Sans MS',cursive;">use of parody
 * <span style="font-family: 'Comic Sans MS',cursive;">tone
 * <span style="font-family: 'Comic Sans MS',cursive;">pictures/illustrations
 * <span style="font-family: 'Comic Sans MS',cursive;">products selected
 * <span style="font-family: 'Comic Sans MS',cursive;">use of polls and surveys
 * <span style="font-family: 'Comic Sans MS',cursive;">resources or information for young people to take further action (such as starting e-mail or letter-writing campaigns)
 * <span style="font-family: 'Comic Sans MS',cursive;">product testing
 * <span style="font-family: 'Comic Sans MS',cursive;">product selection (of items that would appeal to kids)
 * <span style="font-family: 'Comic Sans MS',cursive;">quizzes
 * <span style="font-family: 'Comic Sans MS',cursive;">"speak out" sections for kids

<span style="font-family: 'Comic Sans MS',cursive;">Extension Activities:
<span style="font-family: 'Comic Sans MS',cursive;">In the Media Awareness Network's [|Creating a Marketing Frenzy] lesson plan, students look at the ways in which consumer frenzy develops around a particular product. They begin by brainstorming the characteristics that make a toy a "must-have" possession; and discuss and reflect on the "Tickle Me Elmo" phenomenon as an example of this sort of marketing occurrence. Older students discuss the ethical issues associated with consumerism, and how they respond to "gotta have it" pressures from peers and the media.

<span style="font-family: 'Comic Sans MS',cursive;">[|Buy Nothing Day] always falls on the day after the American Thanksgiving in November, traditionally the first day of Christmas shopping in the U.S. People are encouraged to not make any purchases throughout the entire day. The idea is to increase participants' awareness of their spending habits and to think about mass consumerism and its effect on the cultural and natural environment of the world. Create a "Buy Nothing Day" celebration at school - hold a poster contest or a competition to see which class can come up with the best idea for promoting non-consumerism in your community. <span style="font-family: 'Comic Sans MS',cursive;">

<span style="font-family: 'Comic Sans MS',cursive;">Teacher prompts for metacognition:
<span style="font-family: 'Comic Sans MS',cursive;">What skills and knowledge have you needed to interpret magazine ads and create your own youth consumer magazine? (4.1) <span style="font-family: 'Comic Sans MS',cursive;">Which reading comprehension strategies help you most in interpreting magazine ads? (4.2)

=<span style="font-family: 'Comic Sans MS',cursive;">__Term 2 Focus: Earth Day/ Public Service Announcements__ = <span style="font-family: 'Comic Sans MS',cursive;">//Earth Day, celebrated every April 22, is the largest global event dedicated to environmental consciousness. More than 500 million people (including over 6 million Canadians) in over 180 countries participate in events and projects to address our shared responsibility to protect the planet.// ===<span style="font-family: 'Comic Sans MS',cursive;">Teacher prompts to guide discussion (Based on the Media Awareness Network's lesson plan [|Earth Day]): === <span style="color: black; font-family: 'comic sans ms',cursive; font-size: 13px;">How is Earth Day represented in the media? Are there types of media (i.e. Internet, television, magazines, posters) that represent Earth Day more prominently than others? If so, why do you think that is? (explain how a variety of media texts address their intended purpose and audience, 1.1) <span style="color: black; font-family: 'comic sans ms',cursive;"> Do we live in a society in which respecting the environment is a priority? How prevalent are environmental issues in the media? Why aren't environmental issues a regular segment in mainstream newspapers or newscasts – like sports or entertainment? (interpret media texts, 1.2 ) <span style="font-family: 'Comic Sans MS',cursive; font-size: 13px;">Which medium <span style="font-family: 'Comic Sans MS',cursive;">(i.e. Internet, television, magazines, posters) <span style="font-family: 'Comic Sans MS',cursive; font-size: 13px;">do you think is most effective in promoting grass-roots events like Earth Day? (evaluate effectiveness of presentation, 1.3) <span style="font-family: 'Comic Sans MS',cursive;">Which environmental issues are most likely to make the news? Which are least likely to be reported? Do you think that some environmental issues are more important than others? Do you think people in other parts of the world would agree with you? (explain different audience responses, 1.4) <span style="font-family: 'Comic Sans MS',cursive;">Can you think of ways in which respect for the environment is promoted or is absent from media or popular culture? (identify missing or alternative points of view, 1.5)

<span style="color: black; font-family: 'comic sans ms',cursive; font-size: 13px;">How do celebrities affect public awareness of environmental issues? Some celebrities appear in PSAs and TV programming (like Kelsey Grammar hosting WWF's Wildlife in Crisis) while others start their own foundations (like the Leonardo Di Caprio Foundation). How do we perceive this celebrity involvement? Is it different than people who are elevated to celebrity (like David Suzuki) because they are experts in this field? Are people more likely to pay attention or get involved if celebrities represent interest groups? (identify producers of media texts, reasons for production and how they are funded, 1.6)

<span style="font-family: 'Comic Sans MS',cursive;">Use the [|PSA Script Outline]to analyze a PSA like the ones below. Identify the elements of the PSA on the chart (scenario, goal, reasons, facts, for more information) in detail (describe main elements, 2.1)

<span style="font-family: 'comic sans ms',cursive; line-height: 0px; overflow: hidden;">

media type="youtube" key="bnLwiM8IuuA" height="205" width="252" align="center"

media type="youtube" key="_P_T5lgx9oQ" height="205" width="252"

<span style="font-family: 'Comic Sans MS',cursive;">Consider movie techniques such as camera angles and distances, freeze frame images, slow motion, and theme music when analyzing the above PSAs. Also check YouTube for Earth Day PSAs created by students like the one below. (identify techniques, 2.2)

media type="youtube" key="FNFbg7OWPaQ" height="205" width="252" align="center"

<span style="font-family: 'Comic Sans MS',cursive;">Creating a media text (3.4):
<span style="font-family: 'Comic Sans MS',cursive;">**Create a "Healthy Earth" Radio Campaign.** As a group, have students brainstorm tips from which people can create habits to promote a healthy Earth. Using your school's intercom, students will create a radio ad campaign around these tips and broadcast one each day with the morning announcements. Challenge them to be creative in their campaign. They may want to include things like music, sound effects, or even perform mini radio sketches to enhance their messages. A fun alternative or follow-up activity is to use the digital cameras and Windows Movie Maker to create PSAs based on their tips. Use the [|PSA Script Outline]to plan PSAs, and prompt students to consider the following when creating their PSAs:

<span style="font-family: 'Comic Sans MS',cursive;">Why do you think it is important for people to know about this topic? Why might you need to be especially persuasive to interest them in the topic? (3.1) <span style="font-family: 'Comic Sans MS',cursive;">Which form (radio campaign or PSA) is more effective in reaching your audience? Why? (3.2) <span style="font-family: 'Comic Sans MS',cursive;">How do the movie techniques make it easier or harder to communicate your ideas? (3.3)

<span style="font-family: 'Comic Sans MS',cursive;">Extension Activities:
<span style="font-family: 'Comic Sans MS',cursive;">**Be a Media Detective.** Investigate how environmental issues are covered in newspapers and TV news programs. For period of one week have students keep track of any environmental stories that appear in the newspaper or news programs. Ask them to note the type of coverage it receives. If it is in the newspaper, ask them to identify where or how it is presented (length of article, which page it appears on, whether it's accompanied by a picture). If a story appears on a TV news program, have students note when and how it is presented (i.e. length of segment, when it appears, footage or interviews). <span style="font-family: 'Comic Sans MS',cursive;">At the end of the week have students report their findings. Include answers to the following questions: <span style="color: black; font-family: 'comic sans ms',cursive;">**Packaging Exposé.** Get students to consider how solid waste problems and natural resource consumption are affected by the choices people make in their purchasing habits. Explore this topic by creating a class exposé that breaks down the resources used and waste created by packaging of a specific group of products such as CDs, microwave dinners, or beverages. Introduce the subject to the class by presenting examples of a how a particular product, like cookies, can be packaged in a variety of ways (individual, bulk, plastic wrap, with cups, dividers, and so on). Once they have completed their investigation, discuss the following: > What types of resources are used in the packaging? <span style="color: black; font-family: 'comic sans ms',cursive;">[|Concerned Children's Advertisers]offers a variety of PSAs on children's issues such as bullying, self esteem, healthy active living and media literacy.
 * <span style="color: black; font-family: 'comic sans ms',cursive; font-size: 13px;">What was the total number of stories you found in each source?
 * <span style="color: black; font-family: 'comic sans ms',cursive; font-size: 13px;">What was the subject of each one?
 * <span style="color: black; font-family: 'comic sans ms',cursive; font-size: 13px;">Were any stories covered in both the newspaper and on TV?
 * <span style="color: black; font-family: 'comic sans ms',cursive; font-size: 13px;">What was the ratio of newspaper stories to TV news stories?
 * <span style="color: black; font-family: 'comic sans ms',cursive; font-size: 13px;">What was the angle or slant of each story? Where TV and newspapers addressed the same issue, were there noticeable differences?
 * <span style="color: black; font-family: 'comic sans ms',cursive; font-size: 13px;">Was the story presented to appeal to a specific audience?
 * <span style="color: black; font-family: 'comic sans ms',cursive; font-size: 13px;">Which environmental issues are most likely to make the news? Which are least likely to be reported?
 * <span style="color: black; font-family: 'Comic Sans MS',cursive; font-size: 13px;">What is the purpose of packaging? Why do you think the manufacturers choose to package the product in this way?
 * <span style="color: black; font-family: 'Comic Sans MS',cursive; font-size: 13px;">Which type of packaging do you think will create the least amount of waste? Which will create the most waste? Does any of the packaging seem environment friendly? Does any of the packaging seem extremely wasteful or unnecessary? How does packaging affect the cost of the product?
 * <span style="color: black; font-family: 'Comic Sans MS',cursive; font-size: 13px;">Which types of packaging can be recycled? How do we know which items can be recycled? (Ask students to identify examples of reduced, reused or recycled products.)
 * <span style="color: black; font-family: 'Comic Sans MS',cursive; font-size: 13px;">What types of resources are used to make packaging? (I.e. where does plastic come from?)
 * <span style="color: black; font-family: 'Comic Sans MS',cursive; font-size: 13px;">Identify some of the ways packaging can impact natural resources (i.e. resources used in production, energy used in manufacturing) and waste problems (landfill space, pollution etc.).
 * <span style="color: black; font-family: 'Comic Sans MS',cursive; font-size: 13px;">Calculate what packaging best serves the environment. Create a product chart from those products investigated by students, referencing types of packaging, resources used, whether or not it's recyclable and other pertinent information. Identify which products score an "A" in respecting the environment and those that fail to make the grade.

<span style="font-family: 'Comic Sans MS',cursive;">Teacher prompts for metacognition:
<span style="font-family: 'Comic Sans MS',cursive;">What skills and knowledge have you needed to interpret PSAs and create your own PSA? (4.1) <span style="font-family: 'Comic Sans MS',cursive;">Which viewing and listening comprehension strategies help you most in interpreting PSAs? (4.2)

<span style="color: black; font-family: 'comic sans ms',cursive;">Internet Safety Review:
<span style="font-family: 'Comic Sans MS',cursive;">[|Cybersense and Nonsense]

<span style="font-family: 'Comic Sans MS',cursive;">In this sequel to Privacy Playground, for ages 9-12, the three CyberPigs learn some important lessons about authenticating online information and observing rules of netiquette. They also learn how to distinguish between fact and opinion and how to recognize bias and harmful stereotyping in online content. As Les, Mo and Lil discover, "just because it's on the Internet, doesn't mean it's true." The accompanying Teacher's Guide explains how to play the game, gives background information on the issues of authenticating online content, stereotyping and cyberbullying and children's provide activities and handouts for classroom use.

<span style="font-family: 'Comic Sans MS',cursive;">[|Jo Cool or Jo Fool]

<span style="font-family: 'Comic Sans MS',cursive;">This interactive online module takes students through a **CyberTour** of twelve mock Web sites to test their savvy surfing skills. It includes a 20-question online quiz that provides additional food for thought about the Web issues that the brother and sister team Josie and Joseph Cool encounter. <span style="font-family: 'Comic Sans MS',cursive;">//Jo Cool or Jo Fool// is also accompanied by an extensive Teacher's Guide, that contains background information for teachers, and questions and classroom activities for students, about online issues such as marketing, privacy, safety, responsible Internet use and authenticating information.