ETSB+LES

FINAL DOCUMENTS: They were too big to upload here, so I've put it into a SendSpace filesharing site. Here are the links:

Processfolio: http://www.sendspace.com/file/bnzy45 Teacher Guide: http://www.sendspace.com/file/u65vw0

Enjoy!

Wendy, I used Rebecca's copy so that you have red high lighted parts from me and green from Rebecca. :)



Rebecca's work so far on Progression of Learning:





Should I believe that?
Students will know/understand: -that there is often a difference between what people are saying and what they are thinking - the difference between speech and thought bubbles - the purpose of an ad - that ads use "gimmicks" (persuasive techniques) in order to sell products - that persuasive techniques are used in real life situations as well - that there are ethical considerations/questions related to persuasion

Students will be able to: - match characters with what they frequently say - create a thought bubble for an event/picture in their lives - deconstruct ads looking for "gimmicks" - create an honest ad - look at persuasive writing in children's storybooks - write an informal persuasive text Parent Letter:

Part I - Initiation: Characters and Speech bubbles: What is a speech bubble and what is a thought bubble? Speech bubble and character match - Use pictures of characters and speech bubbles for them to match. e.g. Buzz Lightyear -"To infinity and beyond" Batman -"Come on Robin, to the Bat Cave!" ScoobyDoo - "Scooby dooby doo" Bob the Builder - "Can we do it? Yes we can?" Winnie the Pooh - "I've a rumblie in my tummy" Eyeore - "Oh, there goes my tail again" Tweetie bird - "I tought I taw a puddy tat" Bugs Bunny - "What's up doc?" Ninja turtles - "Cowabunga dude"

Pumbaa (lion king) - "hakuna matata" Dora the Explorer - "Swiper, no swiping" Anne of Green Gables "It's Anne with an 'e'"

Teaching - speech bubble and what it means

Students bring in pictures of themselves - preferably at an event (could be digital or hard copy). Teachers can take pictures of students who do not have pictures and give these to the students digitally. Or teacher can have available some stock photos on hand for any students who don't bring in a picture. Have students use their picture and write a thought bubble. Can be done digitally (either audio recorded or in Comic Life) or using post-its Compare speech bubbles and though bubbles.

Ask the question - What's real and what's not? (discuss the idea that the cartoons aren't real, but the pictures of the kids are... the thoughts may be real, or they may not be....) This is going to link later to looking as aspects of ads that are real and those that aren't... and later still to what's real in picture books and what's not...

Differentiation:

Heterogeneous groups Visual, auditory (reading speech quotes out loud), aspects kinesthetic (manipulation)

Part 2: Looking at ads What are they really saying or thinking? Small groups: Get some old magazines and cut them apart. Give groups of students a bunch and have them separate ads from articles. What is an ad? Who makes them? What are they for? What do ads do (how are they constructed)? Generate a list of characteristics of an ad (see below) Whole class: Look at what a couple ads imply/tell you... Choose some from the following sites: http://www.hongkiat.com/blog/70-creative-advertisements-that-makes-you-look-twice/ (Suggestions: The white-out one The fist bowl one Sprite Ice blue world wild life fund) [|kit‑kat‑bench‑ad.jpg] (Kit kat bench one)

http://www.skechers.com/shoes-and-clothing/kids (Sketchers)

Partners: Then have students play the ad game on: http://www.media-awareness.ca/english/games/coco/index.cfm

Whole class: List the "gimmicks" on the board or on chart paper. Gimmicks:

Partners: Then have students take one of their ads from earlier and find the gimmicks and present to class. They can make labels for the gimmicks and post these on the wall. Play ad detective on: http://pbskids.org/dontbuyit/advertisingtricks/betheaddetective_1.html Students then pick an ad (could be same one or new one) and add a thought or speech bubble that focuses on a gimmick, and says something real (honest). Present to class and explain why they chose speech bubble or thought bubble.

Differentiation: Heterogeneous groups or partners visual and oral

ad game - has both audio and print text

Part 3: Creating an honest ad What would an honest ad look like? Partners: Think about a product that they think other children should know about. (Brainstorm some ideas.) What message do you want other children to get about this product? (needs to be a real/honest message) Decide on a character to use in the ad (could be real or not real - could be one of students, could be a piece of brocoli, etc.) Think about the characteristics of ads (have a focus point for eye; use colour or black and white artistically; name of product/symbol/slogan is prominent; character(s) in it are the age of the target audience - or appeal to the target audience; )

[[file:Kerpoof ad planner.doc]]
Use Pre-production, Production, Post-production process: Design the ad - on paper for rough draft (storyboard) (for final product, they may use Comic Life, Word, Notebook, or paper) Present work

Differentiation: Partners Choice of advertised product/message/media

Part 4: Persuasive books What does persuasion look like in books?

Give students a pile of books - some fiction, some non-fiction, some text books. Ask them to sort the "real" books from the ones that are not real. This should be interesting, as many books have some real elements and some made up ones. Have students justify choices. Things that we would expect to come up: the illustrations (photos vs drawings) books that are stories vs books that are facts (science, math, social studies, etc.) real life situations real setting (place) real character traits (e.g. no superpowers or magic) human characters vs animal characters (that talk) "school books" (text books) are supposed to be real

Are all stories make-believe? Are all fact books totally real? Here we want to come up with the point that there are real situations even in stories where the characters are talking animals (not real). Here would be a good place to take a book (e.g. Lily's big Day, any Bernstein Bears book, any Franklin book, any Howard B. Wigglebottom book) and read it to the class and have students pick out what is real and what is not.

The next (last) part is to introduce persuasive books. Here are some examples: Hey Little Ant (Hoose) Dear Mrs. LaRue (Mark Teague) Have I got a book for You (Melanie Watt) I Wanna Iguana (Karen Orloff and David Catrow) The True Story of the the Three Little Pigs (Scieszka & L. Smith) Green Eggs and Ham (Dr. Seuss) Earrings (Viorst) Don't Let the Pigeon Drive the Bus (Mo Willems) Don't Let the Pigeon Stay up Late (Mo Willems) The Pigeon Wants a Puppy (Mo Willems) Click Clack Moo, Cows that Type (Doreen Cronin) The Spider and the Fly (Mary Howitt) The Great Kapok Tree (Lynne Cherry) My Brother Dave is Delicious (Seven L. Layne) Should Children Chose their Bedtime? (Tony Stead)

Students should read a couple of these. And then they can write a persuasive response to their peers or to the grade 2 students persuading them which one book is the best book that they should read. (They could use some of the persuasive techniques or look at some of the persuasive "gimmicks" used in the book, etc.)

TO DO: letter to parents (done) __**work on differentiation**__ characteristics of an ad list (done) gimmicks (see the web site) (done) Ad planner for ComicLife(done) Pre-production, Production, Post-production sheet(done) order books (done) __**graphic organizers**__ __**rubrics**__ __**student handouts**__ __**write up the persuasive response section**__