English SOL InstituteEnglish SOL Institute

Secondary Media Literacy StrandSecondary Media Literacy Strand

English SOL InstituteEnglish SOL Institute

Secondary Media Literacy StrandSecondary Media Literacy Strand

Janet Anderson Lewis, NBCTJanet Anderson Lewis, NBCTEnglish Faculty – Fieldale-Collinsville Middle SchoolEnglish Faculty – Fieldale-Collinsville Middle School

ObjectivesObjectivesObjectivesObjectives

• Overview of new media SOLOverview of new media SOL

• Vertical alignment of conceptsVertical alignment of concepts

• Media as a unit – advertising and newsMedia as a unit – advertising and news

• Media embedded into English Media embedded into English curriculumcurriculum

• Ideas to use with minimal adjustmentsIdeas to use with minimal adjustments

• Overview of new media SOLOverview of new media SOL

• Vertical alignment of conceptsVertical alignment of concepts

• Media as a unit – advertising and newsMedia as a unit – advertising and news

• Media embedded into English Media embedded into English curriculumcurriculum

• Ideas to use with minimal adjustmentsIdeas to use with minimal adjustments

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Secondary Media LiteracySecondary Media LiteracySecondary Media LiteracySecondary Media Literacy

Key Points in Media LiteracyKey Points in Media Literacy•Embed Media Literacy throughout content

•Pair with research to create a research “product”

•Pair with persuasive/analytical reading and writing

Key Points in Media LiteracyKey Points in Media Literacy•Embed Media Literacy throughout content

•Pair with research to create a research “product”

•Pair with persuasive/analytical reading and writing

Secondary Media LiteracySecondary Media LiteracySecondary Media LiteracySecondary Media Literacy

Key Points in Media LiteracyKey Points in Media Literacy•Distinguish between fact and opinion

•Identify author, audience, content, and purpose of media messages

•Compare/contrast auditory, visual, and written media messages

Key Points in Media LiteracyKey Points in Media Literacy•Distinguish between fact and opinion

•Identify author, audience, content, and purpose of media messages

•Compare/contrast auditory, visual, and written media messages

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Key Points in Media LiteracyKey Points in Media Literacy•Review media for persuasive or rhetorical devices

•Provide opportunities for collaboration and use of 21st century skills

•Opportunities to write/analyze blogs, Web sites, Pod casts, wikis, etc.

Key Points in Media LiteracyKey Points in Media Literacy•Review media for persuasive or rhetorical devices

•Provide opportunities for collaboration and use of 21st century skills

•Opportunities to write/analyze blogs, Web sites, Pod casts, wikis, etc.

Secondary Media LiteracySecondary Media LiteracySecondary Media LiteracySecondary Media Literacy

Key AttributesKey AttributesKey AttributesKey Attributes

• Authorship – Authorship – Who wrote/created it?Who wrote/created it?• Format – Format – medium AND elements: color, sounds, medium AND elements: color, sounds,

voices, etc.voices, etc.• Audience – Audience – persons meant to see messagepersons meant to see message• Content – Content – visible AND embeddedvisible AND embedded• Purpose – Purpose – persuade, inform, entertain, sell, or persuade, inform, entertain, sell, or

combinationcombination• Auditory/Visual/WrittenAuditory/Visual/Written

Specific 6-9 Implied 10-12 “Students will continue…”Specific 6-9 Implied 10-12 “Students will continue…”

• Authorship – Authorship – Who wrote/created it?Who wrote/created it?• Format – Format – medium AND elements: color, sounds, medium AND elements: color, sounds,

voices, etc.voices, etc.• Audience – Audience – persons meant to see messagepersons meant to see message• Content – Content – visible AND embeddedvisible AND embedded• Purpose – Purpose – persuade, inform, entertain, sell, or persuade, inform, entertain, sell, or

combinationcombination• Auditory/Visual/WrittenAuditory/Visual/Written

Specific 6-9 Implied 10-12 “Students will continue…”Specific 6-9 Implied 10-12 “Students will continue…”6

What are the Techniques?What are the Techniques?What are the Techniques?What are the Techniques?

Middle School Middle School (7(7thth-8-8thth))•Name calling/innuendoName calling/innuendo•Glittering generalitiesGlittering generalities•BandwagonBandwagon•TestimonialsTestimonials•Appeal to prestige, snobbery, Appeal to prestige, snobbery, plain folksplain folks•Appeal to emotionsAppeal to emotions

Middle School Middle School (7(7thth-8-8thth))•Name calling/innuendoName calling/innuendo•Glittering generalitiesGlittering generalities•BandwagonBandwagon•TestimonialsTestimonials•Appeal to prestige, snobbery, Appeal to prestige, snobbery, plain folksplain folks•Appeal to emotionsAppeal to emotions

High School High School (9(9thth))•Ad hominemAd hominem•Red herringRed herring•Straw manStraw man•Begging the questionBegging the question•TestimonialTestimonial•Ethical appealEthical appeal//EthosEthos•Emotional appeal/PathosEmotional appeal/Pathos•Logical appeal/LogosLogical appeal/Logos

High School High School (9(9thth))•Ad hominemAd hominem•Red herringRed herring•Straw manStraw man•Begging the questionBegging the question•TestimonialTestimonial•Ethical appealEthical appeal//EthosEthos•Emotional appeal/PathosEmotional appeal/Pathos•Logical appeal/LogosLogical appeal/Logos

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Sample UnitSample UnitSample UnitSample Unit

Developed for Developed for English 7Developed for Developed for English 7

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Audience: DemographicsAudience: DemographicsAudience: DemographicsAudience: Demographics

Demographics.pdfDemographics.pdf

Anticipation GuideAnticipation Guide

From www.readwritethink.orgFrom www.readwritethink.org

Demographics.pdfDemographics.pdf

Anticipation GuideAnticipation Guide

From www.readwritethink.orgFrom www.readwritethink.org

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Examples of Persuasive Examples of Persuasive Techniques – Advertising *Techniques – Advertising *

Examples of Persuasive Examples of Persuasive Techniques – Advertising *Techniques – Advertising *

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•FormatFormat• ColorColor

• PicturesPictures

• TextText

• DictionDiction

•Target AudienceTarget Audience•Content:Content:

• Persuasive Persuasive TechniquesTechniques

•PurposePurpose

•FormatFormat• ColorColor

• PicturesPictures

• TextText

• DictionDiction

•Target AudienceTarget Audience•Content:Content:

• Persuasive Persuasive TechniquesTechniques

•PurposePurpose

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Political AdsPolitical AdsPolitical AdsPolitical Ads•FormatFormat

• ColorColor

• PicturesPictures

• TextText

• DictionDiction

•Target AudienceTarget Audience•Content:Content:

• Persuasive Persuasive TechniquesTechniques

•PurposePurpose

•FormatFormat• ColorColor

• PicturesPictures

• TextText

• DictionDiction

•Target AudienceTarget Audience•Content:Content:

• Persuasive Persuasive TechniquesTechniques

•PurposePurpose

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http://www.heathbrothers.com/http://www.heathbrothers.com/

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Learning ExperiencesLearning ExperiencesLearning ExperiencesLearning Experiences• Read Write Think video Read Write Think video

http://www.readwritethink.org/files/resources/videos/plevid.flv

• PBS Kids activities PBS Kids activities http://pbskids.org/dontbuyit/advertisingtricks/

• Article on Analyzing Commercials Article on Analyzing Commercials http://www.understandmedia.com/media-theory/110-how-to-analyze-a-television-commercial

• Create a persuasive technique scrapbookCreate a persuasive technique scrapbook• Share examples of great ads from YouTubeShare examples of great ads from YouTube• Commercial Analysis Handout **• Analyze ad campaigns: print, radio, internet, Analyze ad campaigns: print, radio, internet,

TVTV

• Read Write Think video Read Write Think video http://www.readwritethink.org/files/resources/videos/plevid.flv

• PBS Kids activities PBS Kids activities http://pbskids.org/dontbuyit/advertisingtricks/

• Article on Analyzing Commercials Article on Analyzing Commercials http://www.understandmedia.com/media-theory/110-how-to-analyze-a-television-commercial

• Create a persuasive technique scrapbookCreate a persuasive technique scrapbook• Share examples of great ads from YouTubeShare examples of great ads from YouTube• Commercial Analysis Handout **• Analyze ad campaigns: print, radio, internet, Analyze ad campaigns: print, radio, internet,

TVTV 15

Pepsi: “Live for Now”Pepsi: “Live for Now”Pepsi: “Live for Now”Pepsi: “Live for Now”

http://www.youtube.com/pepsihttp://www.youtube.com/pepsi16

Radio ad

Analyze usingTriple Venn Diagram

Lewis Ad AgencyLewis Ad AgencyLewis Ad AgencyLewis Ad Agency

• Design an ad campaign: Design an ad campaign:

print/TV/radio/websiteprint/TV/radio/website• Local businesses – consider for profit Local businesses – consider for profit

and not for profitand not for profit• Competing ad teamsCompeting ad teams• Have students present and analyzeHave students present and analyze• Examples: Wii and YMCAExamples: Wii and YMCA

• Design an ad campaign: Design an ad campaign:

print/TV/radio/websiteprint/TV/radio/website• Local businesses – consider for profit Local businesses – consider for profit

and not for profitand not for profit• Competing ad teamsCompeting ad teams• Have students present and analyzeHave students present and analyze• Examples: Wii and YMCAExamples: Wii and YMCA

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Martinsville Bulletin 5/4/12Martinsville Bulletin 5/4/12Martinsville Bulletin 5/4/12Martinsville Bulletin 5/4/12

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News MediaNews MediaNews MediaNews Media

• Fact/Objectivity vs. Opinion/Subjectivity: Fact/Objectivity vs. Opinion/Subjectivity: Cannot disagree with a fact; can disagree with an Cannot disagree with a fact; can disagree with an opinionopinion

• News vs. Editorial (News vs. Editorial (Letters to the editor and/or Letters to the editor and/or legislators)legislators)

• Use of photosUse of photos• Perspective/Point of ViewPerspective/Point of View

• Fact/Objectivity vs. Opinion/Subjectivity: Fact/Objectivity vs. Opinion/Subjectivity: Cannot disagree with a fact; can disagree with an Cannot disagree with a fact; can disagree with an opinionopinion

• News vs. Editorial (News vs. Editorial (Letters to the editor and/or Letters to the editor and/or legislators)legislators)

• Use of photosUse of photos• Perspective/Point of ViewPerspective/Point of View

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Podcasts and TwitterPodcasts and TwitterPodcasts and TwitterPodcasts and Twitter

Grammar Girl podcastsGrammar Girl podcasts

http://grammar.quickanddirtytips.com/

Create podcasts – Create podcasts – Bluefire, Audacity, Garage Bluefire, Audacity, Garage Band Band

Teju Cole on NPR Teju Cole on NPR http://www.npr.org/2012/04/09/150068298/simple-tweets-of-fate-teju-coles-condensed-news

Grammar Girl podcastsGrammar Girl podcasts

http://grammar.quickanddirtytips.com/

Create podcasts – Create podcasts – Bluefire, Audacity, Garage Bluefire, Audacity, Garage Band Band

Teju Cole on NPR Teju Cole on NPR http://www.npr.org/2012/04/09/150068298/simple-tweets-of-fate-teju-coles-condensed-news

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Incorporating Media & ResearchIncorporating Media & ResearchIncorporating Media & ResearchIncorporating Media & Research

• RADCAB RADCAB www.radcab.com (radcab-rubric-2.pdf)• Multi-genre Research Project **• PSA on research topicPSA on research topic• Famous speeches - Famous speeches - MLK/Learning Styles

http://www.americanrhetoric.com/top100speechesall.html• Presidential Inaugural Addresses Presidential Inaugural Addresses

http://www.bartleby.com/124/• Truth in Campaign Advertising at NPR Truth in Campaign Advertising at NPR http://

www.npr.org/blogs/itsallpolitics/2011/11/03/141981132/looking-for-the-truth-in-campaign-advertising-presenting-message-machine

• RADCAB RADCAB www.radcab.com (radcab-rubric-2.pdf)• Multi-genre Research Project **• PSA on research topicPSA on research topic• Famous speeches - Famous speeches - MLK/Learning Styles

http://www.americanrhetoric.com/top100speechesall.html• Presidential Inaugural Addresses Presidential Inaugural Addresses

http://www.bartleby.com/124/• Truth in Campaign Advertising at NPR Truth in Campaign Advertising at NPR http://

www.npr.org/blogs/itsallpolitics/2011/11/03/141981132/looking-for-the-truth-in-campaign-advertising-presenting-message-machine

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Embed Throughout ContentEmbed Throughout ContentEmbed Throughout ContentEmbed Throughout Content

VocabularyVocabulary• Denotation and ConnotationDenotation and Connotation• Group words by connotationGroup words by connotation• Word wallsWord walls• Albums on iPads or Interactive NotebookAlbums on iPads or Interactive Notebook

Diction: Diction: author’s word choice/purposeauthor’s word choice/purpose

VocabularyVocabulary• Denotation and ConnotationDenotation and Connotation• Group words by connotationGroup words by connotation• Word wallsWord walls• Albums on iPads or Interactive NotebookAlbums on iPads or Interactive Notebook

Diction: Diction: author’s word choice/purposeauthor’s word choice/purpose

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Embed Throughout ContentEmbed Throughout ContentEmbed Throughout ContentEmbed Throughout Content

Rhetorical/Syntactical devicesRhetorical/Syntactical devices (AP curriculum) (AP curriculum)

Author’s Purpose: Author’s Purpose: fiction, nonfiction, poetry, dramafiction, nonfiction, poetry, drama

Character AnalysisCharacter Analysis – what techniques do characters – what techniques do characters use to achieve their objectives? (Edmund/White use to achieve their objectives? (Edmund/White Witch, Charles Wallace/IT, Othello/Iago)Witch, Charles Wallace/IT, Othello/Iago)

Have students “sell” a book: Have students “sell” a book: Novel Project **

Persuasive Writing Persuasive Writing – have students consciously use – have students consciously use specific techniques in their essaysspecific techniques in their essays

Rhetorical/Syntactical devicesRhetorical/Syntactical devices (AP curriculum) (AP curriculum)

Author’s Purpose: Author’s Purpose: fiction, nonfiction, poetry, dramafiction, nonfiction, poetry, drama

Character AnalysisCharacter Analysis – what techniques do characters – what techniques do characters use to achieve their objectives? (Edmund/White use to achieve their objectives? (Edmund/White Witch, Charles Wallace/IT, Othello/Iago)Witch, Charles Wallace/IT, Othello/Iago)

Have students “sell” a book: Have students “sell” a book: Novel Project **

Persuasive Writing Persuasive Writing – have students consciously use – have students consciously use specific techniques in their essaysspecific techniques in their essays

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Fun Examples of Great AdsFun Examples of Great AdsFun Examples of Great AdsFun Examples of Great Adshttp://www.youtube.com/watch?v=PrShUb4pU14&safety_mode=true&persist_safety_mode=1&safe=active

http://www.youtube.com/watch?v=CW2dSB-a0D4

http://www.youtube.com/watch?v=GAgh86j5alI

http://www.youtube.com/watch?v=ub_a2t0ZfTs

http://www.youtube.com/watch?v=R55e-uHQna0

http://www.youtube.com/watch?v=JtBTUUWQN2Q&safety_mode=true&persist_safety_mode=1&safe=active

http://www.youtube.com/watch?v=Ug75diEyiA0

http://www.youtube.com/watch?v=HUDH7TSQa4k&safety_mode=true&persist_safety_mode=1&safe=active

http://blog.musikpitch.com/2011/advertising-jingle/top-10-advertising-jingles-of-all-time/

http://www.youtube.com/watch?v=PrShUb4pU14&safety_mode=true&persist_safety_mode=1&safe=active

http://www.youtube.com/watch?v=CW2dSB-a0D4

http://www.youtube.com/watch?v=GAgh86j5alI

http://www.youtube.com/watch?v=ub_a2t0ZfTs

http://www.youtube.com/watch?v=R55e-uHQna0

http://www.youtube.com/watch?v=JtBTUUWQN2Q&safety_mode=true&persist_safety_mode=1&safe=active

http://www.youtube.com/watch?v=Ug75diEyiA0

http://www.youtube.com/watch?v=HUDH7TSQa4k&safety_mode=true&persist_safety_mode=1&safe=active

http://blog.musikpitch.com/2011/advertising-jingle/top-10-advertising-jingles-of-all-time/

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Questions?Questions?Questions?Questions?

Powerpoint will be available on Powerpoint will be available on the VDOE websitethe VDOE website

* Handout * Handout

Powerpoint will be available on Powerpoint will be available on the VDOE websitethe VDOE website

* Handout * Handout

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Contact InformationContact InformationContact InformationContact Information

Janet Anderson LewisJanet Anderson Lewis

jlewis@henry.k12.va.usjlewis@henry.k12.va.us

Janet Anderson LewisJanet Anderson Lewis

jlewis@henry.k12.va.usjlewis@henry.k12.va.us

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Reference within this presentation to any Reference within this presentation to any specific commercial or non-commercial specific commercial or non-commercial product, process, or service by trade product, process, or service by trade name, trademark, manufacturer or name, trademark, manufacturer or otherwise does not constitute or imply an otherwise does not constitute or imply an endorsement, recommendation, or endorsement, recommendation, or favoring by the Virginia Department of favoring by the Virginia Department of Education.Education.

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