ICT Integrated Lesson Plan

 

 ICT Lessons 

Author Erin Moser
Title Photostory 3 Advertisements
Grade Level Eleven
Subject Area English Communications
Overview of unit/lessons/activities (assumptions of prior knowledge/learning) It is difficult to ignore the impact that the media has on children and teenagers, as well as adults.  It is important to educate students on all of the tricks and techniques used by the media so they may understand the true message found in advertisements. This lesson will help students understand what is required to create an advertisement and what techniques are used to sway or persuade consumers.  Prior to beginning this project, brainstorm with the students about what they already know about the power of advertising and the techniques used to persuade them.  It may be useful to show a variety of advertisements both digital and print and discuss why they are or are not appealing.
Correlations to ICT and curriculum outcomes
BOC 12.1 (relates to 9.1 – 9.4) use a wide variety of technology, demonstrate a clear understanding of technological applications, and consistently apply appropriate technology to solve curriculum problems
RPSD 12.3 (relates to 9.3 – 9.8) evaluate and organize ideas and information from a wide range of media and a variety of sources to meet their curriculum needs efficiently and independently
SEHI 12.2 (relates to 9.2) articulate an informed and critical understanding of mass media, popular culture and electronic information environments; their techniques; and the effects of those techniques
 

Grade 11 English Language Arts Curriculum Outcomes

  • Use information from a variety of sources to construct and communicate meaning.

  • Use effective strategies to engage the viewer.
  • Create a clear and coherent structure in various forms of writing and media production.
  • Use audience feedback in the process of writing and media production to improve the productiveness of final projects.

 
Projected timeline for preparation and for carrying out activities This project will require approximately three- seventy-five minute classes.
Equipment Requirements: (computers, software, etc) Digital cameras, laptops with Photostory3 and LCD Projector to show final project.
Teaching materials provided (Blacklines, worksheets, templates, teacher materials) English Communications 11 Story Builder Worksheet.

 
Resources available for teacher/student use (websites, references, etc)  http://freeplaymusic.com/search/category_search.php?t=f&i=8  - Music database

Tricks of Advertising

 
Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles) Using a digital camera, capture 20-30 pictures of an object that you will be creating an advertisement for.  Upload the pictures to the laptop and save.  Open Photostory3 and import the pictures that you have selected.  Depending on what you decided on your 'Story Builder' handout, you will either begin adding dialogue or importing music and captions. (The instructions for importing pictures and sound are quite extensive on this program but it may be useful to follow through the steps with your students to make sure they are comfortable with the program. http://freeplaymusic.com/search/category_search.php?t=f&i=8  .  This site can be used to select music for your advertisement.  If you are narrating your advertisement, use the microphones.  (remember to save frequently)
Student products expected Each pair of students will create an advertisement and will be expected to present it to the class.
Samples (include teacher notes, assessment information, student work if available) At the time of creation, the project was not completed in a classroom, so samples were not available.
Logistics (organization, grouping, management issues, access to technology) Make sure that all students have their login information so they can access their own directory.  Ensure that the laptops have been fully charged. 

Students should work in small groups or pairs.  Keep the groups limited to 3 or 4 students.
Assessment information (e.g., rubrics for products and/or process) It is important that student work is monitored and students are reminded to stay on task.  Depending on the class, it may be useful to break the steps into time periods to ensure timelines are followed.

Rubric for Assessing Final Projects
Possible extensions  
Adaptations for students requiring additional support Students who require adaptations with writing will be given assistance with the writing process. 
To speed up the process for students who may require extra time, using photographs from Image Project  http://staff.ednet.ns.ca/index.php?url=http%3A%2F%2Fstaff.ednet.ns.ca%2F , may be helpful.

You can also provide an extended timeline for completion and provide extra help.