MULTIPLE INTELLINGENCES
LESSON PLAN
Subject/Topic/Standard/Theme/Lesson/Objectives:
CA Standards: 2.0
Reading Comprehension Students analyze
the organizational patterns, arguments, and positions advanced. 2.4
Write persuasive compositions: a. Structure ideas and arguments in a sustained
and logical fashion. b. Use specific rhetorical
devices to support assertions (e.g., appeal to logic through reasoning;
appeal to emotion or ethical belief; relate a personal anecdote, case
study, or analogy). c. Clarify and defend positions with precise and
relevant evidence, including facts, expert opinions, quotations, and
expressions of commonly accepted beliefs and logical reasoning. d. Address
readers' concerns, counterclaims, biases, and expectations Organization
and Delivery of Oral Communication 1.3
Choose logical patterns of organization (e.g., chronological, topical,
cause and effect) to inform and to persuade, by soliciting agreement or
action, or to unite audiences behind a common belief or cause. Theme: Popular Culture
Analysis and Creation Objectives: ·
Students will be
able to deconstruct and decode implicit and explicit media texts. ·
Students will be
able to challenge stereotyping by identifying and questioning
misrepresentations or under-representations. ·
Students will
develop the ability to think for themselves when interacting with their
culture. ·
Students will be
able to effectively create media texts to present to class for analysis.
English/Language Arts – Media Literacy Unit –
Verbal-Linguistic: Throughout the unit, students will read various types of media (magazines, books, television, advertisements, news, etc.) and supporting texts about how to analyze this media. Students will have to conduct research on various aspects of media production and distribution for presentations. Finally, students will have to write responses to each step in the inquiry process (journals, outlines, essays, scripts, presentations). Students will use guiding questions throughout the units to support their deconstruction of media artifacts.
Math-Logic: First, students will be asked to count and collect information on a chart as to who is represented in various subsets of media (i.e. clothes ads for teens). Next, they will use another chart to categorize these representations to discern how different people are represented (or not represented) and, at times, stereotyped. Finally, they will systematically analyze the sources (authors) and intentions of the ads using a SOPAST (Subject, Occasion, Audience, Purpose, Speaker, Tone) graph.
Spatial: For video/film artifacts and for print ads, students will also have to look at how the layout of the ads or how the various shots are used to convey implicit and explicit meanings (i.e. colors, fonts, props, camera p.o.v.)
Musical: Students will likewise listen to how music is used in the media through video artifacts (advertisements, soundtracks, jingles, show theme tunes).
Intrapersonal: While doing the above activities students will be adding reflections to their writer’s/reader’s notebooks to respond to the new information they find and to look at how they respond to the media. This will include responding to questions such as:
How well does this information fit into your
experiences with the media? What did you
learn from the media texts? What did you
learn about your self from the texts?
What did you learn from your classmates’ responses? How does your
response differ from or match others in the class? What about your experiences and beliefs shape
your response?
Interpersonal: At this point, students will form advertising groups to create their own projects. Each person in the group will have a role to perform as a member of the advertising team.
Naturalistic: Each group will have to create an ad campaign promoting environmental conservation. This may range from recycling programs to energy efficient cars.
Spatial: First, each group must create a print ad campaign. In doing so, they will need to create a written plan (SOAPST) to clarify the message they want to convey. Students may work on the computer or use paper and art supplies to create their poster. The final product may include a poster, a one-page ad, or a brochure.
Bodily-Kinesthetic: Next, these same groups will have to create and perform a television ad. They will be required to write a script with storyboards and then act at the ad for the class. If equipment and time are available, students may videotape their ads and actually create a television ad for their project. (In this case, students will use all the intelligence levels used in deconstruction to construct their own ads: scripting, storyboarding, creating a soundtrack, etc.) This television ad should work in conjunction with the print ad campaign. In fact, the print ads will probably work as the basis for the television ad campaign.
Nice job. Like the part about creating a TV add.
Good use of all forms of MI.
Might be able to combine the
naturalistic with science and go cross-curricular!
12/10