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Topic

Media Literacy

Grades

3rd, 4th, 5th

Subject

English Language Arts

Duration

55 minutes

Regional Focus

Global

Format

Google Docs, Google Slides

Metro Campaign Creation Time (Green Transportation #5)

Created By Teachers:
Last Updated:
Oct 4, 2022

Synopsis

In this lesson, students explore critical media literacy and begin creating their advertisements.


Step 1 - Inquire: Students explore the definition and guiding questions of critical media literacy.


Step 2 - Investigate: Students analyze a video about car-free cities.


Step 3 - Inspire: Students begin creating their own advertisement for their metro designs.

Accompanying Teaching Materials
Teaching Tips

Positives

  • This lesson features critical media literacy, an important skill for all students.
  • This lesson supports collaboration amongst peers.
  • Students explore real-world problems through project-based learning.

Additional Prerequisites

  • This is lesson 5 of 6 in our 3rd-5th grade Green Transportation unit.
  • The videos on slides 13-15 will automatically start and stop at the appropriate times.
  • Students should understand how to read a rubric and use it as a guide for increasing their scores.
  • The final lesson in this unit plan does not allow any more class time for students to create their advertisements. After this class is over, you could allow more class time for advertisement creation or ask students to finish their advertisements outside of class.

Differentiation

  • You can break down the definition of critical media literacy.
  • You can allot multiple days following this lesson for advertisement creation time based on students' needs.
  • Some students may be using different technologies to create their advertisements (e.g., TikTok, Adobe Spark, Canva, etc.). It may take those students longer to finish their advertisements if they are also learning a new technology.
Scientist Notes

This lesson lets students understand the implication of advertisement in influencing green transportation. It is suitable to engage students to create advertisements so as to influence the adoption of green public transportation. All accompanying materials used in the lesson have been verified and validated. On that account, this lesson is recommended for teaching.

Standards
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Speaking & Listening (K-12)
      • CCSS.ELA-LITERACY.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
      • CCSS.ELA-LITERACY.SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.
      • CCSS.ELA-LITERACY.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Inquire
15 minutes
  • Teacher shares the professional or "fancy" definitions of critical media literacy followed by a kid-friendly breakdown of the definition.
  • Students review six questions to ask themselves when critically evaluating an advertisement.
  • Students turn and talk or share out their recollection of the features and elements of the five advertisements they analyzed in the previous lesson.
  • Teacher bridges the connection of this practice to the six guiding questions of critical media literacy.
Inspire
25 minutes
  • Teacher introduces the Advertisement Rubric for the final advertisement project.
  • Students use the rubric as a guide as they return to their groups and continue their brainstorming session from the previous lesson and/or begin creating their own advertisement.
Green Transportation Unit Lesson Plans

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