Do You See What I See Some Ideas

Do You See What I See? Some Ideas For the Classroom Online Handout Presented by: Shivani Dhir and Farah Khilji AML April 5 th, 2014

Milk Print Ads

Media Literacy Connections Language Arts – Making Inferences & Point of View • • • Do you think the advertisements are effective? Why or why not? What message is the author sending? How do you know? Who are the messages for? Who is the intended audience? Would the author’s message still be as powerful had the pictures been in black and white? How would the message change if the other gender were emphasized in each advertisement? How does each pose influence your feelings about milk and the message being relayed? Does clothing play a part in your point of view? Whose voice is missing? Who is not being represented? How might you construct an advertisement for the ‘Got Milk? ’ campaign so that it is more effective? Would these advertisements be relevant and/or effective in other countries?

Cross-Curricular Connections Health – Healthy Eating • Research and report on the benefits of drinking milk and healthy eating. • How does the lack of milk and healthy eating affect the nutritional value in our bodies? • Why is healthy eating important for active living? How does active living affect the way we eat and the way our bodies use the food we eat? • How might this information influence your decisions around healthy eating? • How does advertising and media influences affect food choices? Think about product packaging (food labels, size, colour choices), product placements in movies and programs, celebrity endorsements, magazine articles and ads, portrayed body images – you look good when. . . , etc. • Create an advertisement, for the students in your school, on the benefits of drinking milk and healthy eating. Think about how you will grab the attention of your fellow students, using the codes and conventions learned in Media Literacy.

Cereal Boxes

Media Literacy Connections Text • Sort the cereal boxes? What similarities and differences do you see? (colour, font, pictures, labels, etc. ) • What values/ideals are being promoted through the cereal boxes? • Is a message is being conveyed through the cereal box? • Are these your values? Who is not being represented in this product? Audience • Who is the intended audience of the cereal? How do you know? • Identify any marketing tricks/tools to make you want to buy the cereal? • Who is excluded from this product? Explain. • How might you change the cereal box to make it attractive to another audience? Production • Who makes this product? • Where would you find this product? • How would you find out about this product – print ad, TV commercial? • What has the producer done to try and make you interested in the product? • How can you improve upon the design and marketing of cereal boxes? Come up with your own cereal idea, designed for a specific audience.

Lesson Ideas & Cross-Curricular Connections • Take the students to a local grocery store to examine how product placement influences buyer’s choice. • Watch a variety of cereal TV ads and discuss codes and techniques used to influence choice. • Use Comic Life or an online tool to create a design for a cereal box. • http: //pbskids. org/dontbuyit/advertisingtricks/cerealbox_flash. html • Use persuasive writing techniques to create an effective TV or print ad for your cereal. • Examine and compare the nutrition labels and ingredients list of a variety of cereals. Compare with Health Canada’s suggested dietary guidelines. • Deconstruct the cereal box to investigate nets and 3 D figures. • Have a taste test and rate a variety of cereals. Students can predict a winner and then compare the results with their predictions. Use the data to create a graph.

Resources and Examples to Support Assessment: • • RASSUP (PDSB) Curriculum Guides (Ministry) Guides to Effective Literacy Instruction (Ministry) Media Studies K-12 (TDSB) English Language Arts Network (www. elan. on. ca) “Knowing What Counts” (Anne Davies Trio Set) Media Smarts (www. mediasmarts. ca) E-Workshop (eworkshop. on. ca)

“Met, Not Yet Met” Checklist (Assessment FOR Learning) Criteria Met -recorded a minimum of 3 responses this week -included personal connections, questions and predictions -used the format we co-constructed in class (re: analysing codes and conventions used in text) Student: Andrew Smith Assignment: Media Response Journal Date received: Nov. 20 th Assessed by: q teacher q self q partner q other Question(s): Not Yet Met

Self-Assessment Ideas: RECALL Card List 3 points you remember from last class. . . EXIT Pass Two things I learned. . . One question I have. . .