Do You Know Why You Bought That?

A webquest for grade 8 language arts

lkaylor@longmeadow.k12.ma.us

Introduction

Introduction

This webquest was part of the The Lighthouse Grant sponsored by the Massachusetts Department of Education and administered by Sandra Budreau. The purpose of this particular project is to teach and expose students to a variety of sources which will enable them to be careful consumers. Media plays a critical role in shaping what we perceive, believe, and purchase. As consumers of the 21st century, it is vital for students to be knowledgeable of techniques and strategies advertisers employ to convince them of their product's importance.

Learners

This lesson is anchored in eighth grade language arts media and communication.

Learners need to be critical readers and viewers.

Curriculum Standards

English Language Arts Standards 27 and 28 Addressed

Students will develop criteria for assessing words and images via electronic media
Students will identify techniques used in television and print media to distinguish facts from emotionally charged information
Students will evaluate the impact of different types of images (graphics and print)

Process

Students will work with a partner to complete the tasks in this project. Any configuration will work. This webquest could be explored individually or in a small group.

Students will explore various websites which will expose them to advertising strategies. Completion of worksheets will be required for four activities-each activity will be worth 10 pts each. The final activity will be a project illustrating information learned and applied from the previous activities. This will be worth 60 points.

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Resources Needed

http://www.soe.usfca.edu/AuthEd/Propaganda/techniques.html

http://www.media-awareness.ca/eng/med/home/hand/ptpkit12.html

http://wwwwhymilk.com/

http://tobaccofreekids.org

http://www.badvertising.org/itworks_tips.html

http://www.media-awareness.ca/eng/med/kids/medsmart.htm

Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the lesson?

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Evaluation

Rubric - Worksheets

1	2	3
Some questions are answered	All questions are answered	All questions are answered in detail
Superficial answers	Some answers reflect careful analysis	All answers reflect careful analysis
Ability to analyze material not evident	Some answers demonstrate ability to synthesize new material and apply it	Answers reflect mastery of subject matter
Use and application of new terminology no evident	Occasional application of new terminology	Answers reflect master of new terminology and ability to apply this information

Rubric - Visual Presentation

1	2	3
Minimal effort	Substantial effort	Superior effort
Little attention to neatness, lettering, color selection, etc.	Good use of attractive lettering, color choices - material on poster is relevant	number 2 plus good creativity

Rubric - Oral Presentation

1	2	3
Uncomfortable speaking before a group	Relaxed speaking before a group	Speaks with a sense of engagement
Unable to explain project	Able to explain project - choice of graphic- language	Exhibits all components of presentation intro/body/conclusion
Lacks organization	Missing either intro or conclusion

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Conclusion

After exploring several websites, some of which were informational print material and some of which were graphics, students will be able to recognize and analyze the power of language and graphics on the consumer

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updated 11/02