Lesson Transformed: Grade 7 ELAR

This is the eighth lesson in the series, Lesson Transformed, in which traditional lessons are transformed into engaging experiences for students which exemplify the premises of the Visioning Document.

Lesson #8

Topic: Reading/Media Literacy

Grade Level: 7

Content Area: English Language Arts and Reading

Traditional Lesson

Objective: The students will be able to interpret both explicit and implicit messages in various forms of media.

Warm Up: Use the first slide of this Prezi to guide an opening discussion on advertising.  Show the picture of the Wheaties box and ask: 

  • What is the cereal box advertising?
  • What are some other messages you get from looking at this?
  • Do you think these messages are correct?
Screen Shot 2016-07-09 at 9.09.09 AM
link to access

Lesson: Students use the Explicit and Implicit Messages in Media Venn Diagram to take notes as the teacher shares information regarding the two types of messages using slides 2 – 5 from the Prezi linked above.

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link to access

Practice: Using the sample advertisements embedded within the Prezi linked above, students will make note of 5 examples each of explicit and implicit messages in media on the T-Chart Examples of Explicit and Implicit Messages in Media.

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link to access

Transformed Lesson

Objective: The students will create evidence of understanding of both explicit and implicit messages in various forms of media.

Investigation: Students will form groups of 2 and self-select roles from the following options:

  • Advertising Company (This is the company that designs the advertisements to sell the products.)
  • Consumer (These are the people that will watch or see the advertisements and possibly decide to purchase the product.)

Then, with their partner, students should explore examples of two types of media: print and broadcast.

Print Media

Students will access print images from one of the following (as always when directing students to outside websites, teachers should be sure the content is appropriate):

  1. 50 Genius Print Ads with Brilliant Design Techniques
  2. 100 Brilliant Print Adverts
  3. Tesla advertisement
  4. Ikea advertisement

Broadcast Media

Students will access trailers on iTunes Movie Trailers (Family).

Screen Shot 2016-07-09 at 9.52.08 AM.png
link to access


*Note: In addition to access to best-quality content, student choice is provided in this portion of the lesson to allow for interest-driven options.

Also, if this lesson is used around the time of the Super Bowl, teachers may choose to utilize some of the top advertisements viewed during the Super Bowl.

Students will use the graphic organizer Print & Broadcast Media to make notes of examples of words, images, graphics, and sounds (as appropriate) that impact meaning within their selected advertisements.  Students will need multiple copies (or digital access to) this document.

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link to access

*Note: This graphic organizer supports students’ interpretation of the advertisements with various forms while providing guidance on the analysis.

Make Connections: Students will use a highlighter (or a highlighter tool on a device if accessing the document above digitally) to identify implicit messages in each of the advertisements.  The teacher may need to clarify implicit vs explicit messages as necessary, using advertising examples from the investigation stage of the lesson.

*Note: This step in the lesson of highlighting provides the teacher with a check for understanding before the students move on to creation.

Create: Using a presentation app (such as Keynote,Haiku Deck,Explain Everything) or Thing Link, students work independently to create a Consumer’s Cut of a selected advertisement, that is the advertisement with annotations or notes that point out implicit and explicit messages.

*Note: As students create the Consumer’s Cut of a selected advertisement, he/she must consider the perspective of both the consumer and the advertising company.  This requires a deeper understanding of the complex uses of media in advertising than that of simply viewing the ad.

Set up an opportunity to share student-created movies such as QR codes or posting the movies on student blogs.

*Note: Using QR codes or providing opportunities for students to share their products on their blogs promotes publishing to a greater audience beyond the teacher.

It is the goal of this blog series to equip teachers with skills to transfer understanding and transform their own lesson design.



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