Lesson Plans Grade Nine Media Studies

MOVIE REVIEW UNIT (WEEK TWO)
Name: Shannon Kasstan Cohort: ________

Lesson Plan
Lesson Title: Movie Review Grade: 9 Applied English (ENG 1P) Date: November 27, 2017
Subject: English Strand: Media Studies Location: Classroom Time: (length in minutes): 73 minutes
Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
This will be the first class into the Introduction to Media Texts and Literacy Studies. In this introductory class students will be provided with a
general understanding of media text and literacy using photographs, pictures, and film. This class helps to foreshadow what they will be learning
in the upcoming classes. The class will outline the different types of texts other than the tradition text. Students will be encouraged to look at
how pictures can be worth a thousand words and students can create meanings from a media text. This class will push students to look for the
symbolic meaning within the picture.
This class will open with discussion about their favourite type of genres and texts to read with their peers. As the class goes around discussing
their favourite text and get the students to write their name under what they feel is there favourite text. Then the teacher will inform the
students that media is also a type of text and be handing out booklets that the class will be expected to work on throughout the week. Within
the booklet, there is fill in the blanks that will be answered through the PowerPoint slides, mini-tasks that the students will be expected to
complete in class, mini articles that the students will read, and the final assignment that will be due at the end of the week. The booklet will be
strictly worked with the slides and the class’ understanding. For example, the students may zoom through one portion of the booklet where in
another part they may struggle which is why the PowerPoint will be made in advanced into to work with students’ needs and learning abilities.
However, the first introduction class’ main focus is to enlighten the students on the type of media that is out in the twenty-first century world.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
1. Understand Media Texts: demonstrates an understanding of a variety of media texts.
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measurable, has realistic number of expectations (1 to 3) have expectations that match assessment
Throughout the week, the grade nine students will hit the following expectations (The highlighted ones will the
expectation they are hitting this particular day)
1.1 explain how simple media texts and some teacher-selected complex media texts are created to suit particular purposes and audiences
1.2 interpret simple media texts and some teacher selected complex media texts, identifying some of the overt and implied messages they
convey
1.3 evaluate how effectively information and ideas are communicated in simple media texts and some teacher-selected complex media texts,
and decide whether the texts achieve their intended purpose
1.4 identify how different audiences might respond to selected media texts
1.5 identify the perspectives and/or biases evident in a few simple media texts and teacher-selected complex media texts and comment on any
questions they may raise about beliefs, values, and identity
2.2 identify a few different conventions and/or techniques used in familiar media forms and explain how they convey meaning
3.1 describe the topic, purpose, and audience for media texts they plan to create
3.2 select a media form to suit the topic, purpose, and audience for a media text they plan to create, and explain why it is an appropriate choice
3.4 produce media texts for a few different purposes and audiences, using appropriate forms, conventions, and techniques
4.1 describe a few different strategies they used in interpreting and creating media texts and explain how these and other strategies can help
them improve as media interpreters and producers
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)
Today I will learn…

 Understand different visual texts
 Be able to distinguish different types of media texts
 Be able to identify a variety of teacher and student based media
 Be able distinguish the pros and cons to media
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)
I can: correctly identify what type of media is being shown (For example: showing a newspaper article and being able to identify it as a media
text)
I can: interpret the challenges and problems many visual images create
Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

I can: identify my own visual texts (i.e. books, advertisements, posters)
Students will be able to provide their knowledge to the class through class discussion, read response, and looking for their own visual texts in this
class and future classes.
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application
Assessment For, As, Of Learning (Complete the chart below)
How will you be able to Assessment Mode: Assessment Strategy Assessment Tool
check their Written, Oral, Performance Specific task for students Instrument used to record data
understanding? (Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.
Assessment for Learning Oral/ Written Discussion Booklet

Assessment as Learning Oral/ Written Open-Ended Questions Mini-tasks
Assessment of Learning Oral/Written Reader Response Assignment
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
 A basic understanding of interpretation (For example: the previous week the class looked at poetry and discussed about making
meaning from the poem, which will help to have an idea of how to interpret meaning)
 A basic understanding of student media (For example: snapchat, memes, Facebook, etc.)
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
 Ensure that the tone of voice is clear and each word is broken up to ensure that ELL and ESL can understand the activity
 Have an ESL/ELL learner setting beside a “buddy” that can help to communicate what is going on in case of confusion
 Be patient and allow for all students to have a grasp of what is going on within the class
 Use a variety of props, not just a single tool. For example, have words, pictures, colours, and vocals alive for the learner who is
struggling.
 A child who struggles with hearing, have them close to the front of the class where they can hear the instructions of what they are doing
in the lesson
 A child who struggles with sight, have them close to the front of the classroom where they will be able to see the PowerPoint. Also, if
needed print out the pictures for this student(s) if they need a closer look.
 Ensure when making the small groups in the class that the class is diverse. For example, do not put all the ELL/ESL/ impaired students
together, make sure there is strong students with the weaker students to help with understanding in the activity. Having strong and
weak students together will help the weaker student grow and not be so nervous when the class has a discussion about the media
texts.
 A few students in this class have an IEP so providing those students with the answer booklet helps them gasp the material. So, for my
introduction class I have a few answer booklets that go around the class to ensure that the student can write down the words.
Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation
Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation
Vocabulary (for word wall and/or to develop schema)

 Digital literacy
 Media literacy
 Misinterpretation
 Analyze
 Evaluate
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
 Smartboard: To show the students the PowerPoint to help them visualize more photographs, advertisements, and films.
 Internet Connection: to make some of the YouTube videos (i.e. trailers, advertisements, etc.).
 Chalkboard: to write the students brainstormed ideas, provided by the smaller groups.
 Chalk: to write their name under the appropriate category, for the beginning exercise
 Photographs: different photographs provided to the class to help with discussion
 iPad: for the Kahoot Game (provided my school)
 Grade Nine English Book (At the front of the class)
 Media Studies Booklet

Learning Environment (grouping; transitions; physical set up)
 Start with a group discussion about their favourite type of text to read (They will come to the chalkboard and write under whatever
category is their favourite: the categories are comics, non-fiction, and other).
 They will work on their booklet independently
 Come back together as a class and discuss the booklet answers
Cross Curricular Links

 Art: Many photos will be shown from famous paintings and artists
 Film Studies: The photos will take into consideration proper terminology while discussing the photos
 History: Many photos will be taken from previous historical events (i.e. Holocaust, Resident Schools, Birmingham Campaign)
 Native Studies: Many photos will be taken from famous Indigenous artists
 Math: The patterns that many artists, photographers, and directors use for a specific message. (i.e. Horror movies use dark light)
Lesson – Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 10-15 minutes (Indicate time breakdown of instructional The students will enter the room and sit down at a desk. Once sitting,
elements) they will have time to go on their phones and finish up whatever they
As soon as the students are settled and in their seats, provide them are doing. They will also answer “Here,” for attendance. When
five minutes to go on their phones and finish up whatever they may be instructed, the students will go to the chalkboard and write under
doing. While the students are on their phones, the teacher will do which text is their favourite.
attendance to see who is present or away. While the class is still on The students will answer why that text is their favourite, as well as,
their phones, write on the chalkboard: COMICS/ NON-FICTION/ understand that media is also a form of text. So, at this time, the
OTHER. Once written, have the class come up to the board and write student may change their name and place it under a new category.
which is their preferred type of text. This little activity on the board The students will receive a booklet and put their name and date in the
should take about three minutes. Once completed, look at where booklet and wait for further instruction.
most students wrote their name (Most will write it under other). After
observation, ask the students who wrote their name under other,
what kind of texts they enjoy reading. In most cases, the students will
say another type of literacy, at this time, enlighten the students that
media is also a form of text. And at this time, ask the students if
anyone would like to move their name to a different category. A few
may move their name from comics to other.
After this activity, hand out the MEDIA STUDIES booklet and get the
students to fill out their name and date.
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: 35-40 minutes (Indicate time breakdown of instructional The students will fill in the booklet (Fill in the blanks). As well as be
elements) involved in classroom discussion of what is media and different types
Once the booklet is handed out, open up the PowerPoint presentation of media that is out there.
and start with the opening slide, “What is Media Studies.” Have the As the teacher is going through the PowerPoint and discussing new
student guess what media studies is and if the students have no idea, information, the students are active listening while filling in their
remind them of the previous activity that they have just did. This booklets.
remind may get some students guessing different type of social The students will read the article “Invaders from Mars” with the class
medias. Once provided answers, enlighten the students that social and teacher.
media is a type of media, but this week will focus more on other forms The students will discuss with their peers and whole class throughout
of media and how it gets across to its viewers. the lesson.
Go through the PowerPoint presentation that will discuss different The students will be able to use their phones as well as the iPad to go
forms of media; however, pause at the slides so that the students and play the game Kahoot. During this game, the students will get to
have a chance to write in the fill in the blanks. Also at this time, hand guess the different types of media and definitions.
out the answer booklets to the students that need it (The IEP The students will receive another five-minute break to relax and go on
students). their phones. During this time, students may find a piece of media that
The teacher will go through the slides and one slide will say, “Invaders they want to share with the class.
from Mars,” and at that slide is when you will ask the students to take The students can show the teacher to see if it is appropriate to share
out their books to read the article. The teacher and class will read with the class.
together, “Invader from Mars,” (pg. 285) and together as a class talk After break, the students continue to work in their booklets.
about the cons of this article which are misinformation. This will
transition the class into the discussion of what is reliable and

unreliable information. Also discuss how media is not always true. This
article will be referenced again on Thursday.
While going through the slides there are YouTube clips, articles,
pictures, memes, and other graphics. At each one, discuss what type
of media this is and its purpose. Each graphic image provided give the
class at least a 2-5-minute discussion about the image/film. During this
time, allow for the silent period to happen because many students
have never thought about media as a text so this is new information
for them. Having the silent period will allow for the students to gasp
what you are trying to show.
Half way through the slide show, this is a game activity called
“Kahoot,” which the students will have to guess what type of media is
presented, definitions, and answer to their favourite media. After the
Kahoot game, give the students a hard five minutes to go on their
phones and have a short break. Mention to the students, that while
they have a five-minute break if anyone has a cool media text that
they want to show the class after to come show me first and we can
present it to the class.
After break, the students will put their phones away and fill in more
parts of their booklet.
Finish the rest of the PowerPoint presentation with introducing the
new terms that they will focus on tomorrow.
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 5-10 minutes (Indicate time breakdown of instructional elements) The students will visually see once again the learning goals and some
At the end of the lesson discuss that the terms they were just provided of the vocabulary that they used throughout the lesson. They will also
with will be shown again tomorrow where we will talk about them in see how they met all the learning goals with these activities.
more detail. The terms are bias, slant, thesis, target audience. As the
class is wrapping up, once again ensure that the class has a good The students will have a good sense of where the future lessons are
understanding of what are media texts and different types of media going with having the four new terms written in their booklet.
texts by presenting other YouTube clips to keep the students engaged As the teacher wraps up, the students will have the chance to view
until the bell rings. Also discuss with them again how our goal today more YouTube and media clips to watch until the bell.
was to learn about media texts and that we will be doing more work
with them later on. Give booklet to teacher.
At the end, when the bell rings, collect all booklets to ensure students
are filling in the blanks and understanding the material, also so that
the students do not lose their booklets.
Extension Activities/Next Steps (where will this lesson lead to next)
This will lead into

 Learning new vocabulary
 Becoming more specific on a type of visual text (i.e. Advertisements, Book Covers, Paintings, Portraits, etc.)
 Building on the previously established learning goals
 Discussing their own visual texts with the class
 Understanding media message
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
The lesson went really well, the class was very engaged. This grade 9 class is very vocal and likes to contribute to the class so having discussion works awesome!
The Teacher: In the next lesson, maybe have even more interactive activities to get the students moving more, but other than that, it went very well.

Lesson Plan
Lesson Title: Introduction to Media Texts and Literacy Studies: MEDIA MESSAGE AND TASK Grade: 9 Applied English (ENG 1P)
Date: November 21, 2017 & November 22, 2017

This TWO-DAY LESSON will help to promote to the students of what goes into certain types of media, while using the new terminology that will
be provided.
In day one, November 23, students will have a chance to learn about four new terms: SLANT, TARGET AUDIENCE, BIAS, THESIS. These four words
will be shown, explained, and developed throughout the lesson to ensure that students understand them as well as being able to identify them.
Yesterday, students were shown the four terms and told that they will be looking at these in the upcoming classes.
In day two, November 24, the students will be able to use the new terms in their work. The students will have to do an assignment completely
based on the terms that they have learned. The assignment reads as follows: “Come up with something that bugs you, create a bias and target
audience to whom your rank will be directed towards.” Within this assignment the students will have to come up with their own slant, bias,
thesis, and target audience, then share with the class.
This two-day lesson is important to have because the first day will be the students learning the material and the second day will be having the
students showing what they have learnt.
2.Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques
associated with them are used to create meaning
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and
the strategies they found most helpful in understanding and creating media texts
convey

 Understand different media texts with the use of the new vocabulary
 Will understand the media message
 Will understand the pros and cons to media
 Will understand how the term bias relates to media
 Will understand who is the target audience and why
 Will be able to understand the difference between bias and thesis
I can: identify a bias media text

I can: identify a slant in a given media text
I can: identify and understand a thesis
I can: understand who and why there are target audiences
I can: create my own media texts and use the new vocabulary

Students will be able to provide their knowledge to the class through class discussion, read response, and looking for their own visual texts in this
class and future classes.

 A knowledge of different types of media (which would be from last class)
struggling.
in the lesson
texts.


 Slant
 Bias
 Target Audience
 Thesis
where appropriate.
 Article handout which will be read together in class
 Grade Nine English Book (At the front of the class)
 Start with a group active viewing of a YouTube clip which will encompass yesterday’s class as well as open class for today
 They will work on their booklet independently



The class will come into the classroom, seat down and have about five are doing. They will also answer “Here,” for attendance. When
minutes on their phones to finish up whatever they are doing. While instructed, the students will go think of the four terms from yesterday
the students are on their phones, set up the PowerPoint presentation that we talked about.
and start with the blank slide on slide 13. Once the five minutes are The students will listen about the learning goals for the day.
up, ask the class to put away their phones and try to remember the
new four terms were from yesterday. To mention, a few if all maybe
mentioned and if none of the terms are mentioned then move to slide
14 and show the class the terms. The four terms will be slant, target
audience, thesis, and bias. Once the students are looking at the terms,
once again, establish the learning goals for the day. The learning goals
are: to be able to use all four terms in their own work and being able
to identify the terms within a given media. Allowing the students to try
to remember the terms from the pervious class allows for them to try
to tap into their long-term memory. If any of the students give an
answer as to which terms were shown in the previous class, then ask
them to explain what they think that means.
Time: 35-40 minutes (Indicate time breakdown of instructional The students will fill in the booklet (Fill in the blanks). As well as move
elements) through the slide show with the teacher.
After the opening discussion about terms is wrapped up, hand out the The students will participate in watching clips and class discussion.
booklet, “Media Studies,” within this booklet get them to go to where The students move their chairs to the front of the class in a circle.
they left off with the fill in the blanks. Note to the students, that the The students will read the news article.
answer booklet is at the front of the class for anyone who needs it. Student go back to their seats.
Once the booklets are handed out, return to the slideshow and open The students will have a five-minute break and play on their device.
up the first YouTube clip. The first clip is about how Samsung is better After break, the students continue to work in their booklets.
than the iPhone. After viewing the clip, ask the class “What was the Students will work on their mini assignment of creating their own little
message in this clip, and how do you know this?” rank.
Because this is the grade 9 class, most students will have an answer
because they tend to be very involved in class discussion. Ask a variety
of students, and ask why they think that is the message. Within this
Ad, there are multiple reasons as to why Samsung is better than the
iPhone.
After class discussion which should take about 5-10 minutes, show
another clip and do the exact same thing as before. This time maybe
ask different students for answers. Asking different students ensures
that all students are engaged and challenged. After viewing the two or
three bias medias, move onto the next section: SLANT.
During this time provide the students with the definition and examples
of slants. For the examples, play the News Clip regarding the college
strike that is happening in Thunder Bay (Seeing as it is Tuesday, the
strike is over; however, mention that to the students). After watching
the clip, ask the students the discussions question on the next slide.
There are 6 different questions, ensure that different students answer
them and give suggestions. This should take about 15 minutes.
After the discussion, get the students to bring their chairs to the front
of the room and make a circle with their chairs. While at the front of

the classroom, hand out the article about the college strike and within
the circle each person will have a chance to read. Having the students
come up to the front of the room and read in a circle allows for the
quiet students to be heard more effectively than in the big class space.
As the students go around the circle, they can read as little or as much
as they want to (Can be a sentence to a paragraph). After reading the
article show the questions on the board, there will be the same six
questions that were just shown on the board. This discussion should
be limited to ten minutes. After this discussion, instruct the students
to back to their desks and have a short five-minute break on their
phones.
Once the break is over, put more questions up comparing the two
different medias to help show different slants and how they are
effective. This will lead into target audience because different media
does different things and promotes to a different audience. For
example, the News Clip will be more appealing than the article for the
students which echoes the target audience.
Move into the target audience. For both target audience and thesis,
move through the slides and provide the definitions, examples, and
discussion questions that will be written on the slide.
After all, four of the terms are discussed, have the students create
their own media text articles and are using all the new terminology.
Handout the worksheet (will be in the media studies booklet), part A
of the worksheet will be the students coming up with a thesis, slant,
bias, and target audience. Part B will be the students having time to
rant about their own given topic. The marks are shown on the
handout, and the mark is based on completion.
When they have finished their assignments, ask if any students would of the vocabulary that they used throughout the lesson. They will also
like to share their own rank. Some students may or may not want to see how they met all the learning goals with these activities.
participate in this part (Most will). At the end, when the bell rings,
collect all booklets to ensure students are filling in the blanks, The students will share their rank with their peers.
understanding the material, and did the assignment one; also, so that
the students do not lose their booklets. The students will have a good sense of where the future lessons are
going with having the four new terms written in their booklet.
As the teacher wraps up, the students will have the chance to view
more YouTube and media clips to watch until the bell.
Give booklet to teacher.

This will lead into

 Reading a news article
 Understand the structure of a news article
 Understanding the parts of a news article
 Understanding media message
 Creating their own news article
 Reading and answering questions on news articles
The Lesson:
The lesson went really well, the class was very engaged. This grade 9 class is very vocal and likes to contribute to the class so having discussion works awesome!
The Teacher: In the next lesson, ensure that the students are more focused on their work, and explain more sentence structure and spelling.

Lesson Plan
Lesson Title: Introduction to Media Texts and Literacy Studies: PARTS OF AN ARTICLE AND ARTICLE CREATING Grade: 9 Applied
English (ENG 1P) Date: November 23, 2017 & November 24, 2017
This TWO-DAY LESSON will help to promote to the students of the different parts of the article and its structure, as well as giving the students an
opportunity to create their own media (new article), or read and answer questions on a previous/ given article. This TWO-DAY LESSON will help
to promote to the students of the different parts of the article and its structure, as well as giving the students an opportunity to create their own
media (new article), or read and answer questions on a previous/ given article.
In day one, students will go through the slideshow with the teacher, while filling in their booklets. In the slideshow, the students will understand
the different parts and structure of an article by examples and mini tasks. The students will be constantly engaged with different types of media
and their purpose.
In day two, students will have a chance to take what they learnt yesterday and apply it. Today students will create their own article with ensuring
it has the new terms involved (Headline, Byline, Deck, Lead, and Copy) as well as apple the “Inverted Triangle.” While the students write their
article, they have to ensure that the article hits the rubric with having examples within. There is an option B where students can instead read an
article of their choice and label the new vocabulary as well as answering the 5Ws on a lined sheet of paper. Both of the assignments are
weighted the same and the students are provided a rubric for both. Option A is more writing, while option B is more reading. Both assignments
assess the learning of the student in a fun and engaging way.
3.Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and
techniques
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the
strategies they found most helpful in understanding and creating media texts
convey

 Be able to identify different parts of an article
 Be able to identify different structural parts of an article
 Be able to label the parts of an article
 Be able to create my own article
 Be able to find the five W’s in a given article
I can: create an article

I can: read and understand the purpose of the article and its importance
I can: identify different aspects of an article

Students will be able to provide their knowledge to the class through class discussion, read response, creating, and reading media texts.


 A basic understanding of the new vocabulary (Slant, Bias, Target Audience, and Thesis)
 A basic understanding of article structure
struggling.
in the lesson
texts.


 Headline
 Byline
 Deck
 Lead
 Copy
 Caption
 Thesis
 Inverted Triangle
 The 5 W’s (How)
where appropriate.
 Chalkboard: to write the students brainstormed ideas, provided by the smaller groups.
 Chalk: to write their name under the appropriate category, for the beginning exercise

 iPad: for the Kahoot Game (provided my school)
 Grade Nine School Books

 Start with showing a new article and ask what they notice about it (Class discussion)
 Work independently on their booklets


The class will come into the classroom, seat down and have about five are doing. They will also answer “Here,” for attendance.
minutes on their phones to finish up whatever they are doing. While The students guess what the articles have in common.
the students are on their phones, set up the PowerPoint presentation The students will acknowledge the new terms and learning goals for
and start with the blank slide on slide 26. Once the five minutes are the day.
up, ask the class to put away their phones. Once the phones and .
devices are away, show the students a variety of news articles and ask
them what are the similarities between these articles. Most students
might notice the title, while other may look into deeper meaning.
Show them that all have the same set up with: a headline, byline,
deck, lead, and copy.
Time: 35-40 minutes (Indicate time breakdown of instructional The students will fill in the booklet (Fill in the blanks).
elements) Student label “Invaders from Mars” article
After the opening discussion, present the new terms on the slide and Students pick which assignment they want to do (Option A/B)
discuss and write the learning goals on the board. Explain to the Students will work on their assignment.
students that in the next two days that we will work with in identifying
and creating news articles.
As go through the slideshow, there will be definitions, explains,
discussion questions, mini tasks, diagrams, and the final assignment.
On each slide it is clearly labeled and explained as to what is its
purpose. For example, A Headline: definition, purpose, example, and
how it fits on the inverted triangle. This layout will be the same for
every new vocabulary term. As we move through the PowerPoint,
ensure that there is enough time for each slide so that the students
can fill in the blanks. As the students work through the PowerPoint
with the teacher they will come across a small mini task where they
will be asked to label the “Invaders from Mars” article with the new
terms that they have learnt (Headline, Byline, Lead, Deck, and Copy).
As well as ask the students about the pervious other terms that they
have learnt on the previous days. Recalling previous days and new
terminology will keep it fresh in their minds and continue to think
about it. The students will continue to work on their booklets and be
involved in classroom discussion until they have an opportunity to
make their own article. Once you have made it through all the slides,
show the students the assignment.

The assignment allows for the students to choose which one they
would rather do. There is option A, where the students will be asked
to write their own article that must include all the terms that we have
learnt today, including the inverted triangle. So, ensuring that their
article answers 5 W’s, have quotes, and example throughout.
Option B is for the students to look through news articles and pick one
that interest them, read it, and answer the 5 Ws, as well as label the
article with the new terminology that they have just learnt.
Having two options allows for the student to use their strength and
interest into which they prefer. Option A is more writing, where
Option B is more reading.
Allow the class to have time to work on this assignment.
After the students have completed their booklets and assignments, ask if of the vocabulary that they used throughout the lesson. They will also
anyone wants to share what their article is about or what article they read. see how they met all the learning goals with these activities.
Having the students share their work, engages their learning and see what their Students will share their work.
peers are doing.
Students will see their peers work.
At the end, when the bell rings, collect all booklets to ensure students
are filling in the blanks, understanding the material, completing the
The students will have a good sense of where the future lessons are
assignment, and also so that the students do not lose their booklets.
going with having more of an understanding surrounding articles, their
parts and structure.
As the teacher wraps up, the students will have the chance to view
more YouTube and media clips to watch until the bell.
Give booklet to teacher.

This will lead into

 Being able to create a movie review
 Being able to critique other writings, like movie reviews
 Being able to use previous learnt terms into their writing.
The Lesson:
The lesson went really awesome, really surprised about how many students actually wanted to write their own article and it was great to see the variety of
topics that many students came up with. Also, it was even better to see how the students were reading the articles and looking further into them.
The Teacher: In the next lesson, maybe give a bit more time for the students to work on their assignments because two or three may have felt rushed.

Lesson Plans Grade Nine Media Studies

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Lesson Plans Grade Nine Media Studies

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MOVIE REVIEW UNIT (WEEK TWO)

Name: Shannon Kasstan Cohort: ________

Today I will learn…

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Assessment For, As, Of Learning (Complete the chart below)

Assessment for Learning Oral/ Written Discussion Booklet

Learning Skills/Work Habits

Vocabulary (for word wall and/or to develop schema)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Cross Curricular Links

Lesson – Delivery Format

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

This will lead into

Name: Shannon Kasstan Cohort: ________

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Today I will learn…

I can: identify a bias media text

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Assessment For, As, Of Learning (Complete the chart below)

Assessment for Learning Oral/ Written Discussion Booklet

Learning Skills/Work Habits

Vocabulary (for word wall and/or to develop schema)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Cross Curricular Links

Lesson – Delivery Format

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Give booklet to teacher.

This will lead into

Name: Shannon Kasstan Cohort: ________

Today I will learn…

I can: create an article

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Assessment – how will I know students have learned what I intended?

Assessment For, As, Of Learning (Complete the chart below)

Assessment for Learning Oral/ Written Discussion Booklet

Learning Skills/Work Habits

Vocabulary (for word wall and/or to develop schema)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Learning Environment (grouping; transitions; physical set up)

Cross Curricular Links

Lesson – Delivery Format

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Give booklet to teacher.

This will lead into

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

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