Sample Lesson Plan
Duration: Two 90 minute class periods
SOL State Objectives: a) Gather and organize evidence to support a position. b) Collaborate and report on small-group learning activities. c) Use technology and other information tools to organize and display knowledge in ways others can view, use, and assess. d) Use media, visual literacy, and technology skills to create products.
e) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion. f) Determine the author's purpose and intended effect on the audience for media messages. g) The student will read and analyze a variety of nonfiction texts
Materials: 1) The chapter, "Branding of Personal Empowerment" from The Oprah Phenomenon for all students (to be completed for homework prior) 2) Student Journals 3) Smartboard 4) Internet 5) Microsoft Word or comparable resource 6) Dry Erase Boards and markers. 7)Several copies of O Magazine
Instructional Focus: Students will be able to discern how a personal brand platform translates across mediums through a brand study of Oprah Winfrey, and they will showcase mastery by replicating a magazine mock-up for their own brand with attention paid to ethos, pathos, and logos.
Activities
Opening Activity: Students will respond to the following journal prompt in their journals- Should employers or school officials be able to access someone's Facebook or social media accounts? Why or why not?
Task 1: Students will take a brief five question reading quiz on the Oprah reading given for homework the previous class period.
Task 3: Class discussion: student lead discussion on the reading with a specific focus on brand continuity and how O magazine translated the Oprah brand from cover to cover.
Task 4: Advertisement analysis done in small groups. I will show samples of advertisements found in O Magazine, and in small groups students will discuss which logical fallacy applies and once a consensus is reached, someone group appointed will write it on a dry erase board and hold it up. The objective is to work together as a team, and reach a consensus of all the applicable logical fallacies before the other teams do so. The element of competition works well in my classroom, so this sort of activity is something students will have prior experience with and understand the perimeters.
Task 5: I will introduce the assignment where students are tasked with having to create a mock magazine with a cover, table of contents, and five advertisements. All aspects of the magazine should consciously be consistent with their brand. Also, in no minimum than four paragraphs, students will need to explain the rationale behind article choices, and a detailed analysis of the logical fallacies that apply in the advertisements and why the advertisements are related to the brand overall. Students will begin laying out the concepts for the remaining 30 minutes of class so that there is peer input and teacher assistance if needed. Students will have three days to work in this independently and will then be required to present their magazine mock up and the rationale. Presentations will take an entire class period.
Assessment: Students will be assessed formally and informally. First, during the class period, students, while in small groups, will showcase knowledge of logical fallacies and ethos pathos and logos from sample advertisements found in O Magazine. Second, students will exhibit comprehension on reading concepts through reading discussion. Last, students will present their magazine mock ups in two class periods that will be formally assessed and processed as a test grade.
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