Unit 2 - The Power of The Media

Teacher(s) Tijwana Nesbary, Melissa Noriega
Subject group and discipline Language and literature: Language and literature
Unit title
MYP Year
Unit 2: The Power of the Media
Year 4
Unit duration 5 weeks (21 hours)
Inquiry: Establishing the purpose of the unit

Key concept
Related concept(s)
Language and literature
Audience imperatives
Global context
Purpose
Communication
Personal and cultural expression
Exploration to Develop: Social constructions of

reality; philosophies and ways of life; belief systems;
ritual and play
Statement of inquiry
Persuasive language targets an audience for the purpose of influencing our concepts of who we are and varies with context.
Inquiry questions
What techniques are used in the media to
influence our perceptions and decisions?
How can we be manipulated by what

we read, see, and hear?
Objectives
Summative assessment
A: Analysing
analyse the content, context, language,
structure, technique and style of text(s) and the
relationships among texts
analyse the effects of the creators choices on
an audience
justify opinions and ideas, using examples,
explanations and terminology
B: Organizing
employ organizational structures that serve the
context and intention
organize opinions and ideas in a sustained,
coherent and logical manner
Outline of summative assessment task(s) including assessment

criteria:
Factual
Middle Years Programme Unit planner
Conceptual
What makes a message ethical or

unethical?
Debatable
Relationship between summative assessment task(s) and

statement of inquiry:
Students will be deconstructing how ads communicate

identity to an audience using representation and claims.
Page 1 of 8
Analysis
October
30
Thursday
9:00 AM
Deconstructing an Ad (A, B)
Directions: Refer to your 2-column
notes and consider our wholeclass discussion when writing your
response. Before writing, organize
your thoughts on the graphic
organizer provided. Then write a
response that analyzes the ad.
Please write neatly and in complete
sentences. You may want to write
your responses as 3 paragraph
Argumentative Writing.
Part 1: Describe the ad. What is
being advertised? What does the
ad look like? What text appears on
the ad? What images appear on
the ad? Use as much detail as
possible in your description!
Part 2: Deconstruct the ad. Who is
the target audience and how do
you know? Which advertising
techniques are being used to
persuade the target audience and
how do you know?
Part 3: Analyze the ads message
and impact. What message(s) is
the ad sending? How do you
know? What is the messages
potential impact on the target
audience? If so, how do you feel
about the ad and its message?
Page 2 of 8
Analysis
October
30
Thursday
9:00 AM
how do you know?
Page 3 of 8
Analysis
October
30
Thursday
9:00 AM
how do you know?
Page 4 of 8
Analysis
October
30
Thursday
9:00 AM
how do you know?
Approaches to learning (ATL)

Language and literature
A: Analysing
analyse the content, context, language, structure, technique and style of text(s) and the relationships among texts
Page 5 of 8
Communication
Learning Experiences
Students will use a variety of media to communicate
to a range of audiences in order to deliver a group
I. Communication skills
oral presentation that employs visual aids and
Exchanging thoughts, messages and information
advertising techniques analyzed in class (demonstrate
effectively through interaction
organization, clarity, and credibility on a research
Use a variety of media to communicate with a range
topic; and show peers how marketing to a specific
of audiences
audience works).
VIII. Critical thinking skills

Analysing and evaluating issues and ideas
Recognize unstated assumptions and bias
Thinking
Learning Experiences
Students will recognize unstated assumptions and
bias through analysis of how images are
constructed for a target (teenagers), and
deconstructing them through questioning.
Action: Teaching and learning through inquiry

Content
Learning process
Knowledge & Skills:

Knowledge & Skills TBD
Standards:
Reading: Informational Text

Key Ideas and Details
1. Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn
from the text.
Craft and Structure
6. Determine an authors point of view or
purpose in a text and analyze how an author
uses rhetoric to advance that point of view or
purpose.
Writing
Text types and Purposes
1. Write arguments to support claims in an
analysis of substantive topics or texts, using
Page 6 of 8
valid reasoning and relevant and sufficient

evidence.
a. Introduce precise claim(s), distinguish
the claim(s) from alternate or opposing
claims, and create an organization that
establishes clear relationships among
claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims
fairly, supplying evidence for each while
pointing out the strengths and limitations of
both in a manner that anticipates the
audiences knowledge level and concerns.
Speaking & Listening
Presentation of Knowledge and Ideas
5. Make strategic use of digital media
(e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to
enhance understanding of findings,
reasoning, and evidence and to add interest.
Language
Conventions of Standard English
1. Demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking.
Vocabulary Acquisition and Use
6. Acquire and use accurately general
academic and domain-specific words and
phrases, sufficient for reading, writing,
speaking, and listening at the college and
career readiness level; demonstrate
independence in gathering vocabulary
knowledge when considering a word or
phrase important to comprehension or
expression.
Describe how you will differentiate teaching & learning for this unit?
Size: Adapt the number of items that the learner is expected to learn/complete
(reduce the length of an assignment, etc.)
Time: Increase the amount of time the learner has to complete a task (provide students with extra time, etc.)
Level of Support: Increase the amount of personal assistance to an individual learner (one-on-one
conferencing, collaborative team teaching, peer-tutoring, etc.)
Difficulty: Adapt the skill level, problem type, or rules on how the learner may approach the work (allow the
use of a calculator, simplify content, decrease task directions, etc.)
Input: Adapt the way instruction is delivered (visual aids, media presentations, demonstrations, flexible
grouping, etc.)
Output: Adapt how the student can respond to instruction
Participation: Adapt the extent to which a learner is actively involved in the task
Alternate Goals: Adapt the goals or outcome expectations while using the same materials
Substitute Curriculum: Provide different instruction and materials to meet a learners individual goals
Learner Profile
Communicators: Students will become better communicators by analyzing forms and modes of persuasion and use those forms and modes to convince their own
messages.
Page 7 of 8
Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit
During teaching
After teaching the unit
Why do we think that the unit or the selection of topics

will be interesting?
What attributes of the learner profile does this unit offer
students opportunities to develop?
The topics in this unit will be interesting to students
because it will use a variety of types of authentic texts
that students encounter daily.
This unit will allow students to develop their
communication skills because they will be paying
close attention the the message and how it is
communicated.
Page 8 of 8

Unit 2 - The Power of The Media

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit 2 - The Power of The Media

Uploaded by

Copyright:

Available Formats

Teacher(s) Tijwana Nesbary, Melissa Noriega

Unit 2: The Power of the Media

Unit duration 5 weeks (21 hours)

Inquiry: Establishing the purpose of the unit

Personal and cultural expression

Exploration to Develop: Social constructions of

How can we be manipulated by what

Outline of summative assessment task(s) including assessment

Middle Years Programme Unit planner

What makes a message ethical or

Relationship between summative assessment task(s) and

Students will be deconstructing how ads communicate

Middle Years Programme Unit planner

Middle Years Programme Unit planner

Middle Years Programme Unit planner

Approaches to learning (ATL)

Middle Years Programme Unit planner

VIII. Critical thinking skills

Action: Teaching and learning through inquiry

Knowledge & Skills:

Reading: Informational Text

Middle Years Programme Unit planner

valid reasoning and relevant and sufficient

Middle Years Programme Unit planner

Reflection: Considering the planning, process and impact of the inquiry

After teaching the unit

Why do we think that the unit or the selection of topics

Middle Years Programme Unit planner

You might also like