Day+3

=Day 3=

**Questions?**
=8:30- 9:30= Public Service Announcements The student will analyze, develop, and produce creative or informational media messages. a) Evaluate the persuasive/informational technique being used in non-print media including television, radio, video, and Internet.  b) Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and interpretations. c) Use media and visual literacy skills to create products that express new understandings.  d) Evaluate sources for relationships between intent and factual content. PSAs
 * From the Standards of Learning: **

** Have students create media messages. PSAs are a great way to have students create media messages, develop 21st Century skills, harness personal passions, and enjoy an authentic audience. **
A good PSA is... 1) Creative  2) Relevant to the target audience 3) Informative 4) Memorable 5) Includes a “Call to Action” 6) Delivers measurable results 7) Meet standards and quality requirements for airing, playing, or publishing

Click on my PSA development packet. It will be helpful if you can print it out but not necessary.


 * Assignment:**
 * 1) Read page one to get a more detailed understanding of the seven steps to creating a good PSA (above list) Do you understand all seven qualifications? **
 * 2) Go to youtube. Search PSAs. Find a PSA you think is very effective. In the discussion area, provide a link to the video and write a few sentences explaining why you think it is effective. Did the PSA contain all seven steps? If you would rather search the classic //ad council// PSAs click here. At 9:15 we will share and discuss our findings. **

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=**9:30-10:30**= Motives and Benefits

From the Standards of Learning:
 * All children should be able to “identify and analyze the motives (social, commercial, political) and of media messages including print and non-print resources.”

It is vital that we include the following concepts on motives and benefits when we have students examine __and__ create media. • Ask students to identify the sources of a media message, (creator, speaker, funder, distributor, etc.), their purpose or goal, and how that might influence production choices (e.g., what is included or omitted, selection of images, music, or language). • Encourage students to ask these questions routinely and consistently of ALL media (including media conveying a perspective you support). • Identify ways to decide which sources are credible about this topic within different types of media (popular magazines vs. academic journals, wikis vs. traditional encyclopedias). • Identify the factors that students might use to weigh different kinds of media (e.g., if the information is based on research or other evidence versus personal opinion).

Examine the following three ads. Who benefits from these ads? Who is the intended audience? What is the ultimate purpose of this message?
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**10:30-11:30**

 * Activities:**

Online Reviews Students increasingly rely on social connections as sources of information. On websites like Amazon and TripAdvisor and apps like Yelp and FourSquare, consumers post snapshot reviews of places and products. For this task, choose a restaurant (or a product), and write two reviews of it--the best and the worst (a glowing review and an excoriation). Both should be less than forty words. **Use the above discussion board to write your responses.**

Blabberize This is a fun and easy tool that can be adapted for so many projects. Find a picture of a famous literary, historical, or pop culture character and make it talk! For this assignment, follow the instructions and assume a character. Speak from their unique point of view and belief system. Below is an example of a student's Blabber ad entitled, "Come to the Mass. Colony!"
 * FYI: Blabberize does not work well with the chrome browser. Safari works best. There is a youtube tutorial on the web tools prerequisite page if you need it. **

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Tomorrow is our media creation day. Let's take the last 30 minutes to begin planning for our PSA video assignment.

 * 1) ** Return to the PSA Packet. **
 * 2) ** You have now been placed in groups of four. **
 * 3) **Discuss with your group a topic you would like to make a PSA about.**
 * 4) **Examine page three of the packet.**
 * 5) **Your group goal is to have the first seven categories filled out by tomorrow. This can and should be completed for homework. Split the tasks however you see fit. Keep it fun.**