Touro University, Gibbs

Technology Integration Unit Launch Page

Teacher Name: This could be you
Project Title: Self-Image and the Media
Project Subject(s): Language Arts, Media Literacy
Grade Level(s): 7
Goals & Objectives: Students will be able to:
• recognize different types of evidence
• draw out the main idea and important details from an
article
• summarize an article
• correctly cite references
• recognize the influence media plays in influencing a
person’s self-image and feelings of self-worth

Essential Question: In what ways does the media affect a person’s self-image?
Scaffolding Questions: What types of evidence are used to present information in non-
fiction writing?
What is an effective way to take notes from an article?
What is an effective way to write a summary of information?
How do we define “self-image” and “self-worth”?
Approximate Length of Unit (days, weeks)
12 – 14 days
Unit Summary and Sequence of Events, Timelines – give details:
Summary: Students will learn to differentiate between facts and opinions in advertising.
They will learn about advertising techniques used to sell products. Then Students will
work with a partner to read an article about the impact of media on self-image. They will
identify the main idea of the article, the types of evidence used in the article, and the
important details given in the article. They will share this information with their
classmates through a PowerPoint presentation.

Day 1: Classroom – Students will view a PP presentation and take notes on types of
evidence: anecdote, fact, statistic, example, and expert opinion. They will read an article
from their textbooks and learn how to chunk the text, find the main idea of each chunk,
and label the type of evidence being used. They will keep notes on binder paper and use
the notes to write a summary of the article.
Days 2 & 3: Classroom – Students will be assigned a partner and an article to read about
self-image and media. They will use the chunking/note-taking strategy for their article
and write a summary.
Days 4: Classroom – Students will be shown a student prototype of a PP presentation.
They will plan out their own presentation of a storyboard sheet.
Days 5, 6, & 7: Computer Lab – Students will work together to create a PP presentation
about the important details and evidence from their article to present to the class.
Days 8: Classroom – Students will rehearse their presentations.
Days 9 & 10: Classroom – Students will make class presentations and the rest of the class
will take notes.
Day 11: Classroom - Students will write a reflective piece about what they learned from
the unit.
Touro University, Gibbs

(Optional) Day 12: Computer Lab - Students will use http://www.glogster.com/ to create
a poster that sends positive messages to teens about how to live a healthy, confident
lifestyle and overcome negative messages in the media.

Software and Hardware needed:

-computers with internet connection
-Powerpoint or Google presentation software

Accommodations for Differentiated Instruction

Learning Challenged Students will be paired according to ability. Teacher will
Student: provide articles of varying degrees of difficulty depending
Gifted Student: on the needs and abilities of individual learners.
ELD Student: Students will be partnered with students with academic English
proficiency.

IDENTIFY STANDARDS – Select two or three standards from each category

and copy/paste them into this document
Specific Teacher Performance Expectations (TPEs):
TPE4: Making Content Accessible
• Teach students strategies to read and comprehend a variety of texts and a variety
of information sources, in the subjects taught
• Encourage student creativity and imagination
TPE5: Student Engagement
• Clearly communicate instructional objectives to students
TPE6: Developmentally Appropriate Practices in Grades 4 – 8
• Design learning activities to extend students’ concrete thinking and foster abstract
reasoning and problem-solving skills
• Help students develop learning strategies to cope with increasingly challenging
curriculum
TPE9: Instructional Planning
• Plan instruction that is comprehensive in relation to the subject matter to be taught
and in accordance with the state-adopted academic content standards for students
Specific CA Content Standards:
2.0 Reading Comprehension (Focus on Informational Materials)
Comprehension and Analysis of Grade-Level-Appropriate Text
2.4 Identify and trace the development of an author’s argument, point of view, or
perspective in text.
1.0 Writing Strategies
Organization and Focus
1.2 Support all statements and claims with anecdotes, descriptions, facts and
statistics, and specific examples.
1.3 Use strategies of notetaking, outlining, and summarizing to impose structure
on composition drafts.
Research and Technology
1.5 Give credit for both quoted and paraphrased information in a bibliography by
using a consistent and sanctioned format and methodology for citations.
1.6 Create documents by using word-processing skills and publishing programs.
Touro University, Gibbs

2.0 Writing Applications (Genres and Their Characteristics)

2.5 Write summaries of reading materials:
a. Include the main ideas and most significant details.
b. Use the student’s own words, except for quotations.
c. Reflect underlying meaning, not just the superficial details.
1.0 Listening and Speaking Strategies
Analysis and Evaluation of Oral and Media Communications
1.8 Analyze the effect on the viewer of images, text, and sound in electronic
journalism; identify the techniques used to achieve the effects in each instance
studied.
2.0 Speaking Applications (Genres and Their Characteristics)
2.2 Deliver oral summaries of articles and books:
a. Include the main ideas of the event or article and the most significant
details.
b. Use the student’s own words, except for material quoted from sources.
c. Convey a comprehensive understanding of sources, not just superficial
details.
Specific CA Technology Standard 16:
16(a) Each participating teacher communicates through a variety of
electronic media.
16(c) Each participating teacher uses technological resources
available inside the classroom or in library media centers, computer
labs, local and county facilities, and other locations to create
technology enhanced lessons aligned with the adopted curriculum.
16(d) Each participating teacher designs, adapts, and uses lessons
which address the students' needs to develop information literacy and
problem solving skills as tools for lifelong learning.
Specific ISTE Tech Standards for Students:
1. Creativity and Innovation
• create original works as a means of personal or group expression.
2. Communication and Collaboration
• interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media.
• communicate information and ideas effectively to multiple audiences using a
variety of media and formats.
• contribute to project teams to produce original works or solve problems.
Specific ISTE Tech Student Profile Grades 6-8:
3. Gather data, examine patterns, and apply information for
decision making using digital tools and resources. (1, 4)
8. Use collaborative electronic authoring tools to explore common
curriculum content from multicultural perspectives with other
learners. (2, 3, 4, 5)
9. integrate a variety of file types to create and illustrate a
document or presentation. (1, 6)
Specific ISTE Tech Standards for Teachers:
1. Facilitate and Inspire Student Learning and Creativity
• engage students in exploring real-world issues and solving authentic problems
using digital tools and resources
Touro University, Gibbs

2. Design and Develop Digital-Age Learning Experiences and Assessments

• design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity
3. Model Digital-Age Work and Learning
• demonstrate fluency in technology systems and the transfer of current knowledge
to new technologies and situations

REFERENCES – List websites, books, magazines, and other resources used to

collect content information for this unit
Presentation Rubric Ideas:
http://www.ncsu.edu/midlink/rub.pres.html
http://research.education.purdue.edu/challenge/PBL/2002_2003/ENL_Progress/PPPrubric.htm
http://sroki.com/PowerPoint_Rubric.htm
http://www.uwstout.edu/soe/profdev/pptrubric.html

Over the years, I have collected a number of articles from the internet relating to this topic.