IP+English+(Health)+T4

=Instructional Plan/Learning Activities= Courtney Hook: [|Pizza Hut Commercial] Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Graphic Organizer: Sense Chart at http://www.eduplace.com/graphicorganizer/. Cooperative Learning: Students will share their illustrations with the whole class with short explanations. Technology: Students have the choice to use technology to create thier illustration. Artifact: Glogster, Comic Life, Poster, Drawing: Students will read a descriptive text describing food. I want students to create a visual representation for what they pictured while reading this text and present it to the class with an explanation. They will try to make it even more appealing in their illustration by using a famous person, reference to something free, or descriptive words. We will compile advertisements/images into a culinary magazine. || Students will understand that the written word and images can aid in depicting what is being described and persuade them of a certain view. || Students will know how to translate what they read into images by creating visual representations. || Students will be able to imagine what is being described in an assortment of texts. || A4-Persusive Texts B3-Argument/Analysis F1-Analysis of Media || Hook: Read descriptive short story to class as an example of word usage. Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Graphic Organizer: Observation Chart at http://www.eduplace.com/graphicorganizer/. Students will find words in piece that relate to the senses listed in order to choose which words to alter. Cooperative Learning: Students will pair up with one other classmate that used the same story as them to alter and read the altered versions of their stories to one another before handing them in. They will provide feedback to one another and make revisions if necessary. Technology: Students will use thesauruses provided on their computers for lesson. Artifact: Work Sample: I will provide students with a descriptive paragraph on a food. They will highlight and number ten word or phrases from the text. Using their thesauruses they will change the word or phrase to make it more descriptive or appealing. || Students will understand that the written word and images can aid in depicting what is being described and persuade them of a certain view. || Students will know how to change a few words in a description in order to completely change its outlook. || Students will be able to justify how certain word choices can sway ones view. || A4-Persuasive Texts B3-Argument/Analysis F1-Analysis of Media || Hook: [|The Ad Detective] Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Graphic Organizer: Story Map 2 at http://www.eduplace.com/graphicorganizer/. Cooperative Learning: Students will be paired with another student to discuss their ideas for their comics to get feedback and build on each others ideas. Technology: Comic Life Artifact: ComicLife: Pick a food that has advertising to make it look good and create a comic based around this food. The villain will represent the food and the superhero will fight the villain and reveal that the food isn't really all that great based on it's nutritional information. || Students will understand that food effects the different portrayals of body image and health. || Students will know how to create a story which depicts how food advertising can be misleading. || Students will be able to read between the lines of advertising and nutrition. || F1-Analysis of Media C1-Research A4-Persuasive Texts || Hook: Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Graphic Organizer: Venn Diagram at http://www.eduplace.com/graphicorganizer/. Cooperative Learning: Whole class venn diagram on board. Technology: Wikispaces Artifact: Wikispaces: Students will complete a venn diagram based on reading various food reviews both inside and outside of class. They will compile the characteristics of the reviews and display them in a venn diagram. We will create a wikispace as a class to compile everyone's information on the good, bad and in between of food reviews. || Students will understand that the written word and images can aid in depicting what is being described and persuade them of a certain view. || Students will know how to create a venn diagram of good and bad food reviews and interpret the information gathered by it. || Students will be able to compare and contrast what good and bad food reviews contain. || C1-Research F1-Analysis of Media B3-Argument/Analysis A4-Persuasive Texts || Hook: [|Advertising Tricks] Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Graphic Organizer: Persuasion Map at http://www.eduplace.com/graphicorganizer. Cooperative Learning: Students will be put into drafting groups to edit one another papers at different points in the writing process. Technology: Students will use computers to type final drafts of the papers. They will also print out their final draft and type it all over again on their computers. Artifact: Essay: Students will write a persuasive essay on a certain food that they like and convince others to like it as well. They will incorporate advertising tricks into their paper in order to sway their audience. || Students will understand that the written word and images can aid in depicting what is being described and persuade them of a certain view. || Students will know how to build a persuasive piece in order to convince an audience of a certain opinion or view. || Students will be able to build their own opinion on descriptions of food and the food industry. || B4-Persuasive C1-Research || Hook: [|Subway Commercial] Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Graphic Organizer: Idea Rake at http://www.eduplace.com/graphicorganizer/. Cooperative Learning: Students will be put into the same drafting groups they had for the persuasive essays to edit one another papers at different points in the writing process. Technology: Students will use a variety of different technologies for this project, the choice is theirs. Artifact: 2 written pieces in different genres of writing and a technology piece (iMovie, Podcast, Blog, Wikispace, Comic Life...): Students will be assigned a three piece multi-genre assignment. They will research advertising related to food and body images in today's media world. They will focus on a specific image and research it. I will provide examples and guidance for topics and genres. || Students will understand that food effects the different portrayals of body image and health. || Students will know how to gather and report information on a specific focus of body image and create a multi-genre research paper containing their findings. || Students will be able to be aware of the different lights shed on body image because of food. || C1-Research F1-Analysis of Media B4-Persuasive ||
 * Content:** English/Health
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