Kapunahala Elementary School K-6

Objective:

Students will understand the following:
1. Microphones are used to capture audio.
2. Video cameras record images which could be viewed on a monitor.
3. Speak clearly so others can understand the message.
4. Stand properly and address a camera with confidence.
5. Give & receive oral information that will be shared with an audience.

Activity:

Students will share information on a classroom activity. One student will introduce the title of their project while the other children will take turns speaking by reading a line or by being prompted by the teacher. The class will hold up pictures or present the activity while the student is sharing information on camera. A poem or a song will help to culminate and provide an ending to the activity.

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First Grade Activity:  Making a commercial

Objective:

Students will demonstrate the following:

• Create a storyboard and script to produce a 30-60 sec. commercial.
• Select and organize information to communicate a message.
• Participate in dramatic play to produce a commercial.
• Speak clearly and make eye contact.

Media Literacy Lesson:

Students will view tape, "Buy Me That," to learn about different techniques used in advertising. They will become aware of how editing is used to make toys look easy, fun and great in commercials. Also a food stylist will also share techniques used to make food look appealing. Students will discuss their thoughts on why commercials use "tricks" and how students can become wise consumers by being aware of these advertising techniques.

An overview of various shot classifications: wide shots, medium close- ups, and close-ups will prepare students for doing a storyboard.

Activity:

The first graders study the life cycle of plants such as corn and the products that come from corn. As an extension to this unit, they will produce commercials for "Inside Kapunahala," and advertise cornmeal, corn niblets, cornflakes and popcorn. Groups with four to five students will take the product and each student will create a storyboard. They will share their storyboards as a group and the teacher will combine the ideas into one script and storyboard. Each child will illustrate and copy their lines to the storyboard. The teacher will videotape the shots.

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Second Grade:  Making a radio broadcast

Objective:

• Students will understand that the radio is a form of mass media and the messages and music they hear are targeted for listening audiences.
• Students will learn vocabulary used in the radio industry and become aware of various career opportunities in the radio business.
• Students will participate in dramatic and interpretive oral communication activities.
• Students will speak clearly and expressively using verbal and nonverbal languages.

Activity:

Students will write their own radio commercials, jingles, weather report, sports report and so forth.
They will work in groups of four to five students and collaborate on what message they will write for a radio broadcast. The teacher will use a tape recorder to record their voices and any sound effects they created to enhance their production. If possible, find an old radio and take out all the inside parts so that a tape recorder could be placed inside to simulate a live broadcast. Have students gather around to listen to radio messages that they produced.

Materials:

Evaluation:

Play the tape of the radio broadcast for the class. Have students listen attentively for information.
and the group that produced the message will ask the class questions to see if the class understood what they heard. This feedback will provide information on how effective the message was in getting a point across or if the students spoke clearly so their audience could understand what was being said.

Field Trip:

Visit a radio station and meet the staff and D.J.'s.  Have students become familiar with some of the roles and jobs in the radio industry.

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Third Grade: Deconstructing Ads

Objectives:

1. Students will deconstruct ads and analyze the images, colors, and models used in the ads.
2. Students will understand that advertisement uses techniques to persuade its audiences about a product or an image and that computers are used to manipulate what we see.
3. Students will learn to analyze these visual clues and make inferences about the message that is being communicated and evaluate it with their own experiences and values.
4. Students will become aware of stereotype images and they don't have to look like the model to be beautiful.
5. Students will understand that various cultures perceive beauty and success differently from other cultures.

Activity:

Collect pictures from magazines like the National Geographic or the internet to show what women and men look like in other cultures and how they perceive beauty and status. Example: tattoos in Maori is an expression of cultural art; big Hawaiian women were considered beautiful during ancient Hawaii, and bound feet were considered dainty and a symbol of high class in China until 1911.

Evaluation:

Students will share an ad they found and point out the visual clues that support the message that is being communicated. They will draw their own conclusion if they agree or disagree with the ad's message and share their own values or experiences about the product or image.

Resources:

Lesson Plans on Bound Feet
http://askeric.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/
Anthropology/ANT0201.html
Picture of tattoo on a Maori woman's face
http://www.culture.co.nz/portraits/eva_rickard.htm

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Fourth Grade: Evaluating T.V. News

Objective:

• Students will understand the roles of an anchor reporter, field reporter, sports reporter and weather reporter.
• Students will become aware of techniques used in producing a newscast. Example: cut away to on the spot reporting, blue screen for a weather forecast, graphics for identifying people on the news and so forth.
• Students will listen critically for supporting evidence, separating fact from opinion.
• Students will give informal speeches to inform or persuade on a topic of interest.
• Students will participate in creating their own news using a camcorder and playing it back on T.V. for their peers to evaluate.

Activity:

Tape a local T.V. newscast and play it in the classroom. Point out the various reporters who report on different kinds of news: local, national, sports, weather and so forth. Time how long each news story is; usually 60 seconds long. Students will understand that news show a glimpse of a story and that key questions are addressed: who, what, when, where, how and sometimes why. Discuss the purpose of cutting away to on the spot reporting and why this techniques is used to capture a reality for a news story. Students will imitate the news by working in groups to create a news program. They will create a storyboard, write a script and act in the various roles. The finished program will be played on T.V. for their peers.

Materials:

Camcorder, tapes, microphones, earphones, T.V. monitor, storyboard, and a script.

Evaluation:

Students will use a rubric to analyze their work. A teacher created rubric can be used as an evaluation tool. A sample of a video rubric is available. See resources.

Resources for rubric:

http://www.nisd.net/cmptecww/DeptWebSite/AdvCompTech/Rubrics/
Video%20Production%20Rubric.html

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Fifth Grade: Evaluating the Newspaper

Objective:

Students will become aware of the different sections of a newspaper: local, national, advertisments, editorials, business, island life, and so forth.

• Students will learn vocabulary about headline banners, captions, bylines, and so forth.
• Students will differentiate between literal and figurative language and infer appropriate meaning when reading.
• Students will create mental pictures, sequence ideas and find purpose when listening, to understand and remember key ideas.
• Students will write readily for a variety of purposes and on a range of topics.

Activity:

Have students divide into groups and go on a scavenger hunt by looking through a newspaper. See if how many items they will find with a list that you provide and give bonus points for every item they find beyond the list. Discuss what they found and point out the various sections of the newspaper. After becoming familiar with the paper, read a newstory to the class. Ask them key questions that reporters ask:who, what, where, how & sometimes why. Explain that newstories cover the key questions but why is not always known because current events need more time to investigate why an incident may occur.
Point out what "bias" means and how good news reports should reflect facts not opinions. Also explain that news is someone's point of view and we need to check our sources to make a wise evaluation or decision.
Students could also create their own newspaper stories to apply what they learned.

Materials:

Newspapers, paper, pencil, and a computer for generating a newspaper.

Field Trip:

Invite an editor from the local newspaper to speak to the students about their job role and about the newspaper business. Arrange for a field trip to visit the newspaper company to meet some of the staff and even get a glimpse of the production facility where the paper is printed.

Evaluation:

Students can rate their peers on the news stories they write to see if the key questions were addressed. They could also reflect on what they learned and saw from visiting a newspaper company.

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Sixth Grade: Documentary Film Making

Objective

• Students will learn to do research on inquiry question, theme or thesis using technological and traditional informational resources.
• Students will support a thesis using information from a variety of sources.
• Students will participate in interviews for a variety of purposes.
• Students will use a computer to edit and produce a documentary on a topic.
• Students will know what quality work looks like and set high expectations for their finished product.

Activity:

Students will participate in the State's History Day event. They will pick a topic that is interesting to them and that also relates to the History Day theme. They will write a list of questions of what they would like to find out in their research. They will go to various sources to gather information, conduct interviews with historians, and experts, and develop a general knowledge on their topic. As they become more familiar with their topic, they will then become more specific in their research. They will write a focus question and eventually develop a thesis statement . Their writing will provide information and specific details that supports their thesis statement throughout their documentary. Students will use a video camera and computer to capture and edit their project. The video documentary will be shared with judges and peers at the History Day event.

Materials:

Video camera, computer with editing software such as iMovie or Final Cut Pro, microphones, tapes, shot log sheets, and a final draft of the script.

Evaluation:

History Day Rubric that is provided by the Hawaii Committee For The Humanities.
See the website for more details.

Field trip:

Trip to the State Archives and the Bishop Museum Archives to conduct research if it is a local topic.
Interviews may be arranged according to the topic of interest.

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