Language & Vocabulary Reading & Writing Numeracy & Mathematical Skills

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1 TQEA (Media) SOL - Year 9 Purpose of the study: Aims & Learning Overview: (Guided Learning Hours) (Prior to this unit pupils will have completed their Summer term exam.) Students will re-cap media theories including Audience profiling theory and Audience pleasures. They will apply them to magazines. The will also be introduced to key concepts in production. They will develop knowledge and understanding of layout and selling techniques. This will develop into a production piece where pupils will apply their knowledge and understanding to a group piece of work. They will produce one assessment pieces during the unit: this will take the form of a contribution to the group magazine. Can differentiate for lower ability pupils by providing the more straight forward contribution e.g. Quiz page. 7 weeks including 3 hours assessment. Pupils should receive PTR feedback in the form of a formative assessment. Language & Vocabulary Reading & Writing Numeracy & Mathematical Skills Explicit within the scheme SMSC Inference Deduction Planning Writing to explain Grammar Summarise Using techniques such as alliteration, drop quotes etc. The role magazines in feeding consumerism The power of the Media. Graph Counting Resources/Websites to support learning Suggested Homework Activities Cross Curricular Links Work booklet provided for this unit. PowerPoints provided (the scheme refers directly to lines/questions in the PowerPoints); resources for the majority of lessons; internet needed for some lessons, computers needed for production. Research a teen magazine. Bring in a Teenage Magazine of your choice. Lesson 5 and 7 could be done as homework to create more time for assessment work. Write up pitch in detail. Complete content for article. General Studies; RE; English

2 Phase of Learning (Hours) Learning Outcomes Suggested Learning Activities including Starters & Plenaries Suggested Support & Challenge Assessment for Learning

3 1 O Identify Conventions of Teen Magazines. Quick survey, what teen mags have they read, know of etc? Challenge (C): Use pupils to carryout Questioning to assess O Identify how these conventions link with key Media concepts. What makes them teen mags? Write down as many words, phrases and conventions as you can that you associate with teenage magazines. survey and collate results at start. Support (S): booklet understanding Plenary to show understanding of Identify what key media concepts will be used when provided to fill in. the key links. looking at teen mags. 2 Identify and use Read the text in your booklet about layout. C: Encourage pupils Verbal feedback. correct terminology for parts of a front Label these elements on the front cover you have been given. to consider subtleties of connotations and cover. Compare with your neighbour. hidden meaning, Understand how to After reading the notes on some of the generic codes ask them to link this read the hidden and conventions of Magazine front covers write down with intended meaning in a front what you think are the five most important audience. cover. conventions. S: Feedback do we agree? 3 O Understand how to Card sort Activity for connotation and denotations C: Encourage pupils PTR mark PEE read the hidden Visualise! Draw an example of one connotations. to consider subtleties paragraph meaning in a front Examine the Front Cover of the teenage magazine of connotations and cover. you have been given. hidden meaning, O Be able to analyse a Carry out a detailed image analysis using the ask them to link this front cover. denotation and connotation process. Record your with intended ideas in the table provided. audience Now write a detailed analysis of three important parts S: sentence starts of your chosen front cover (e.g. the images, text and provided costume) and talk about how they might appeal to their target audience. 4 O Identify media Create sell lines for articles given on PPT C, S: Group work to Verbal feedback. language techniques in teenage magazines. Diamond 9 techniques used in the English language to grab attention or sell something. Which do you think would appeal and be the most successful support and stretch. O Be able to explain their purpose and techniques to use on the front cover of a Teen Magazine? impact. Select 9 of the statements and rank the techniques in order. Present your ideas to the class Look at a range of front covers and try to identify the types of language technique used and then discuss how they entice or appeal to their audience using the headings and complete the table. Can you improve your original sell line? 5 Identify the range of Quick Recap of language techniques S: Provide tables to Verbal feedback on

4 articles and features and content of teenage magazines Describe how the themes and focus of the magazine can appeal to readers 6 O Develop knowledge of the narrative theories of Todorov, Propp, and Levi- Strauss O Develop analytical skills of narrative analysis and show this by explaining how magazines use narrative techniques to engage readers. 7 O Identify the range of articles and features and content of teenage magazines O Describe how the themes and focus of the magazine can appeal to readers O Develop content analysis and research skills O Identify the range of products advertised in teenage magazines O Explain the importance of advertising in the magazine industry **First two objectives are a recap from previous lesson Identify examples of different language techniques used on the contents page. Look at what content there is in the magazine, create a tally chart under the headings given. Look in more depth are there any common themes? Consider how this might relate to target audience. What can they remember about narrative?(whiteboard, post it, quadrant) Re-cap theories, Read story provided in 2/3 s. Identify evidence that supports any of the narrative theories and feedback. Complete table provided with evidence from the story. Move to another groups work, do you agree What do you think the difference is between information and entertainment? What do you think the purpose of an advert is? Get pupils to discuss and feedback. Read the paragraph provided Why are adverts important in magazines? Go through each page of your magazine and count how many adverts there are. Which type of product is advertised most frequently? Which is advertised least frequently? Why do you think this is? Write your answer in the box provided Write a PEE paragraph explaining your findings. record data C: Pupils need to explain group findings S: pupils can use table provided to complete questions after each viewing C:Pupils answer questions using sentences and providing evidence to support their answers. C/S: group work used to challenge and support S: sentence starts provided. C: Use EBI s to improve paragraph group findings. Peer feedback. PTR marked PEE 8 Skip to Develop Get pupils to consider which description (see ppt) S: Pair where Peer assess

5 lesson 12 in the pack understanding of the key concept of Audience and geodemographics Identify audiences for magazines using the classifications. best fits them. They don t have to share their thoughts! Write your geo-demographic profile. Match the characters with the Lifestyle types.(think, pair, square, share) Match the people with the psychographic types.(think, pair, square, share) Specify for your magazine which groups it will appeal to. (complete the table.) necessary. C: Verbal feedback 9 Skip to lesson 13 in the pack O O Develop knowledge of audience theories Develop analytical skills in analysing magazines using media theories and explain how they appeal to the audience Identify good ideas for articles. Plan how to structure and create your article. Write your article To learn successful guidelines for producing a magazine layout. To utilise technical terms and understand their relevance. Look through the content of your magazine. Do the people places and things in it differ from the world you live in? How do they differ? Look at a magazine and apply Dyer s Entertainment and Utopia Theory. You need to identify what the magazine gives an audience that they might lack in their personal life. Examine your magazine and apply the Uses and gratification Theory, identifying examples from the magazine to support your points and discussing the effect of the examples on the reader. This can be done as group work on sugar paper to create a display. As a class create TQEA magazine. Everyone must be a contributor, some may also take on roles as editor, proof reader etc. (see ppt) They should come up with ideas for articles, choose the best ones, and allocate articles to contributors. Contributors should outline articles in more depth on the Proposal sheet and feedback. Individuals should then produce the content for their article. Pupils to work through the PPT provided on layout. Pupils to produce a plan for the layout of their article and label appropriately the features they have used. Demo how to create a layout using the templates in serif page plus. Pupils add previously created content to planned layout to create article. Print article S/C: Group work to support and challenge. S/C: Ensure articles are appropriate to ability S: Provide template. C: work independently. Display work Peer feedback Peer assess for EBI s PTR mark and level mark article. Reflect on assessment and learning If time permits review their assessment and learning of the scheme (Update APP etc) S: Examples of appropriate Reflect on assessment and

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