Lesson+3

Day One (45 minutes) Grade level: Ninth grade
 * __Lesson Three__**

Content objectives: Language objectives:
 * Students will be able to understand and lay out the main information presented in the media.
 * Students will be able to tell how the producers of the media use available designs to organize ideas.
 * Students will be able to discuss and identify the social and cultural values embedded in the media.
 * Students will be able to use the metalanguage in different context.
 * Students will be able present the key information in the short film verbally.
 * Students will be able to participate in-group discussion and express their thinking.

Overt Instruction: First, the teacher will negotiate the content and language objectives with students verbally and make sure all students, especially ELLs, understand what they should achieve by the end of the class. Moreover, all the objectives will be written on the board and visible during the whole class, which will provide students will a solid reference of the objectives that they can read anytime they want. (5 minutes)

Second, the teachers will ask students to think what technology they are using everyday, why they need to use these technologies, and what future technology will look like. The following short video in //Minority Report// will be a prompt for students to think about what may future technology look like. The teacher will model how to fill in the table first. (5 Minutes)


 * Current technology || Functions || Future Technology ||
 * cell phone || call friends, take picture, surf online, take notes... || One small controller that can help me control all the light in my house. ||

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Students just need to watch first 15 seconds of the video. Questions for after watching the video:
 * What is Tom Cruise doing in the video?
 * What does he use to move the image?
 * What does he do to zoom in the image?

Third, the teacher will ask students to review all the key vocabulary they have learned in Lesson 1. The teacher will use a transparency and project all of the meanings of meta- or met- in the dictionary on the screen. The whole class will learn this language root and the teacher will encourage students to think of some vocabularies that contain meta- or met- and how to use the root to explain the whole word. (5 minutes) //A prefix appearing in loanwords from Greek, with the meanings “after,” “along with,” “beyond,” “among,” “behind,” and productive in English// //on the Greek model: metacarpus; metagenesis; metalinguistics.// //pref. meta or met// After that, three or four students will work in groups to finish their assigned vocabulary bank sheet. (15 minutes) Materials: Vocabulary bank sheets (see attachment) and texts (the transcript of the demonstration) Vocabulary: meta-information, SixthSense, ecologically responsible, unveil, cobble, iconic gestures, project, mobile, annotation, brain implant.
 * //Later in time: metestrus.//
 * //At a later stage of development: metanephros.//
 * //Change; transformation: metachromatism.//
 * //Alternation: metagenesis.//
 * //Beyond; transcending; more comprehensive: metalinguistics.//
 * //At a higher state of development: metazoan.//
 * //Derivative or related chemical substance: metaprotein.//



Situated Practice: The teacher will play Jigsaw with the students. In each group, students will have a number from one to three. All number ones will re-group and work on identifying what information is presented in the media; the number two group will work on the organization of the ideas in the media; and group three will work on the values disseminated in the short film. After that, all students will walk back to their original group and share the information in Jigsaw group. (20 minutes)

Materials: work sheets, transcripts, and assess to computer



Assessment: The assessment will be based on students' performance in situated practice, including their engagement, work sheets, and discussion. The purpose of this assessment is to inform Day 2's lesson plan, because during situated practice teachers can evaluate what students struggle with and what students are confident with.

Day 2 (45 minutes) Grade level: Ninth grade Content Objectives:
 * Students will be able to transform information presented in the media to serve different purposes by using available designs and tools.
 * Students will be able to write a text to promote Xbox Natal Project and create a short film using Xtranormal

Language Objectives:
 * Students will be able to use complete sentences and appropriate vocabulary in their written response.

Overt Instruction: The teacher will review what students have learned the previous day: media present information, media organize ideas and media disseminate values. Students will review the work sheets that they finished yesterday. Because students were working the previous day with one specific part about how the media teach, therefore, today, when students go back to their original group, they will become the expert on that part. (10 minutes)

Situated Practice (Group activity): The purpose of this activity is to let students identify how information presented in the short film can be edited or filtered to serve different purposes or to entertain different types of audiences. Moreover, students will learn how to use available designs or narrative structures to organize ideas. (10 minutes)



Transformed Practice: (20 minutes) In transformed practice, students will still work in groups and work with the same chart they used in situated practice. However, this time students need to transform the information presented in the short film to suit different audiences: Kindergartners, parents, and high student students. They need to think about their purpose and location. Furthermore, students need to change the narrative structure in order to make the information comprehensible for different audiences. Finally, they will discuss how the original information has been altered. Assessment: (10 minutes) The teacher will introduce students to Xtranormal website and direct students to learn how to create movies by using the available tools in the website. After that, the teachers will show students the promotion video of Xbox Project Natal. Students’ final project will be using all of their knowledge about genre, film techniques, and media to create a short film to promote Project Natal. They will work in-group.
 * First, they need to identify their audience, purpose and location.
 * Second, students need to create a text, which is about what the presenter will say in the short film to promote the product.
 * Second, they should decide how they will shoot the movie (which camera shots, angles, sounds, etc.).
 * Third, they should write a reflection paper about how they organize ideas, what the potential influences of their movie might be on media users when they process and interpret the future media images. What social and cultural values have students embedded in their movie? How will their movie affect the viewers daily lives?

Xtranornal Link http://www.xtranormal.com/makemovies/

Xbox Project Natal http://www.xbox.com/en-us/live/projectnatal/

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