Grade+1

=__Term 1 Focus: Cartoons and Violence __= //Watch episodes of cartoons like Spongebob Squarepants, Fairly Odd Parents, etc.. together. //

Teacher prompts to guide class discussion:
Who would watch this cartoon? Why? (identify audience and purpose, 1.1)

What are the clear and hidden messages in this cartoon? (identify overt and implied messages, 1.2) Overt: violence is funny and doesn't hurt anyone Implied: violence is okay

What do you like/not like about this cartoon? What is your favourite part? Draw a picture of a scene from this episode which shows a message about violence. (express personal thoughts and feelings, 1.3)

Did the characters in this cartoon use violence to solve problems? Was the violence funny? Is this a good way to solve problems? (express personal thoughts and feelings, 1.3)

Do parents (or teenagers) like to watch this cartoon? Why? Why not? (identify different audience responses, 1.4)

What was Spongebob's point of view about the events in this episode? How does this differ from Squidward's point of view? How would the cartoon be different if it was called "Squidward Tentacles" instead of "Spongebob Squarepants?" (point of view, 1.5)

Who makes the Spongebob Squarepants cartoon? (Nickolodeon) Do any of you have toys or books about Spongebob? Do you think they are made by Nickolodeon too? (identify producers, 1.6)

After reading a Spongebob Squarepants picture book: How are books different from cartoons? How are they the same? (identify elements of the media form, 2.1) Cartoons: music, animation Picture book: cover, printed words, pictures

After playing the Spongebob Squarepants' jingle: How do you react to this jingle when you hear it? Do you sing along? What other jingles do you know? Why do so many cartoons have jingles like this one? (techniques of the media form, 2.2)

<span style="font-family: 'Comic Sans MS',cursive;">Creating a media text (3.4):
<span style="font-family: 'Comic Sans MS',cursive;">Using Bitstrips for Schools, students will create a cartoon character and a 1 panel comic strip with a message (in a speech bubble) about cartoon violence. As they plan their comic strip (on paper) they will be prompted to consider the following:

<span style="font-family: 'Comic Sans MS',cursive;">What is the purpose of your cartoon? (to share a message about cartoon violence or violence on television) (3.1) <span style="font-family: 'Comic Sans MS',cursive;">Who will be the audience? (other young children, classmates) (3.1) <span style="font-family: 'Comic Sans MS',cursive;">How are comic strips and animated cartoons similar? How are they different? (3.2, 3.3) <span style="font-family: 'Comic Sans MS',cursive;">Cartoon: music, animation <span style="font-family: 'Comic Sans MS',cursive;">Both: colour, story, message, //audience, purpose// <span style="font-family: 'Comic Sans MS',cursive;">Comic Strip: printed words, speech bubbles, panels to depict action

<span style="font-family: 'Comic Sans MS',cursive;">Extension Activities:
<span style="font-family: 'Comic Sans MS',cursive;">Create a collage of items their cartoon character might enjoy or own <span style="font-family: 'Comic Sans MS',cursive;">Perform a jingle for their own cartoon <span style="font-family: 'Comic Sans MS',cursive;">Enact a scene from an episode of their cartoon

<span style="font-family: 'Comic Sans MS',cursive;">Teacher prompts to guide metacognition:
<span style="font-family: 'Comic Sans MS',cursive;">How did thinking about audience help you create your comic strip? (4.1) <span style="font-family: 'Comic Sans MS',cursive;">How did watching cartoons help you come up with the idea for your comic strip? (4.1) <span style="font-family: 'Comic Sans MS',cursive;">How did talking about your comic strip with other students help you create a better comic strip? (4.2) = = =__<span style="font-family: 'Comic Sans MS',cursive;">Term 2 Focus: Toy Advertisements __= //<span style="font-family: 'Comic Sans MS',cursive;">Collect a variety of toy advertisements (television commercials, print ads) around Christmas time to share with class. //

<span style="font-family: 'Comic Sans MS',cursive;">Who would watch this commercial? Why? (identify purpose and audience, 1.1)

<span style="font-family: 'Comic Sans MS',cursive;">What are the clear and hidden messages in this toy commercial? (identify overt and implied messages, 1.2) <span style="font-family: 'Comic Sans MS',cursive;">Overt: the toy is fun <span style="font-family: 'Comic Sans MS',cursive;">Implied: the toy is for boys/girls

<span style="font-family: 'Comic Sans MS',cursive;">After watching a toy commercial targeted at boys/girls: How do we know the commercial is for that audience? (make inferences, 1.2)

<span style="font-family: 'Comic Sans MS',cursive;">Are there any commercials that you LIKE to watch? What do you like about them? Are there commercials that you don't like to watch? Why? How do you feel after you watch your favourite toy commercial? (express thoughts and feelings, 1.3)

<span style="font-family: 'Comic Sans MS',cursive;">Would your friends or parents want to watch this commercial? Why? Why not? (identify different audience responses, 1.4)

<span style="font-family: 'Comic Sans MS',cursive;">After watching a toy commercial targeted at boys: If we wanted to try to sell this toy to girls, how would we change the commercial? (identify point of view, 1.5)

<span style="font-family: 'Comic Sans MS',cursive;">Who makes toy commercials? Why are some toys based on children's movies and television shows? (identify producers, 1.6)

<span style="font-family: 'Comic Sans MS',cursive;">How are toy commercials different from print advertisements for toys? How are they the same? (identify elements of the media form, 2.1) <span style="font-family: 'Comic Sans MS',cursive;">Commercial: music, action, children interact with toys <span style="font-family: 'Comic Sans MS',cursive;">Print Ad: colour, printed words, price, store to purchase toy

<span style="font-family: 'Comic Sans MS',cursive;">After watching a commercial with a popular slogan (Nerf: "It's Nerf or nothing!!"): How do catchy slogans help to sell toys? What other slogans for toys do you know? (techniques of the media form, 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 small groups, students will plan, practice and present a commercial for a toy (possibly a toy that they design and build together). As they plan their commercial they will be prompted to consider the following:

<span style="font-family: 'Comic Sans MS',cursive;">What is the purpose and who is the audience for your commercial? (parents, boys, girls, teenagers) (3.1) <span style="font-family: 'Comic Sans MS',cursive;">How will you use the elements of music and action in your commercial? (3.2) <span style="font-family: 'Comic Sans MS',cursive;">How will your jingle and/or slogan help you to sell your toy? (3.3)

<span style="font-family: 'Comic Sans MS',cursive;">Extension Activities:
<span style="font-family: 'Comic Sans MS',cursive;">Using the digital cameras, record commercials and use Windows Movie Maker to add a title and credits <span style="font-family: 'Comic Sans MS',cursive;">Create a print ad to sell their toy using a template in Microsoft Publisher <span style="font-family: 'Comic Sans MS',cursive;">Create a collage of pictures from toy advertisements, focusing on a particular audience (toys for boys, girls, teens, toddlers)

<span style="font-family: 'Comic Sans MS',cursive;">Teacher prompts to guide metacognition:
<span style="font-family: 'Comic Sans MS',cursive;">How did thinking about audience help you create your commercial? (4.1) <span style="font-family: 'Comic Sans MS',cursive;">How did watching commercials help you come up with the idea for your own? (4.1) <span style="font-family: 'Comic Sans MS',cursive;">How did talking about your commercial with other students help you create a better commercial? (4.2)