Lesson Plan

Lesson: _______Media and Your Health________________

Length: ______________

Age or Grade Level Intended: _____8th________

Academic Standard(s):

Indiana Health Standard 8.2.3 Analyze how media influences the selection of health information, products, and

services.

Performance Objective(s):

Given ten examples from the media, the students will identify at

least one of the strategies used to promote the product for eight of

the ten examples.

Assessment:

Identification of the strategies will be used as the assessment.

The students will identify at least one of the strategies used to

promote the product for eight of the ten examples given.

Advance Preparation by Teacher:

Find magazine articles, commercials, billboards, celebrity

endorsement, etc., to show how the media uses different

strategies to sell products.

Have examples of reward/bargain offers, health claims,

personal testimony, bandwagon, false image/exaggerated

benefits, emotional appeal (attractiveness, maturity,

affiliation, and fun/pleasure), status (snob, down home)

Pictures and story of Jacqueline Saburido.

Definitions of the strategies.

Procedure:

Introduction/Motivation:

Show the class a video clip of the media using status to make

us want to buy an alcoholic product.

After watching that video how many of you would buy that

product if you were legally able to do so? Why?

How many of you would still buy it if you knew you could

end up like this? Show picture of Jacqueline Saburido after

drunk driving accident.

Tell Jacqueline’s story.

When the media is trying to sell us something, they show us

an exaggerated and glamorous story instead of telling us the

true stories, such as Jacqueline’s.

Today, we are going to look at different types of

advertisements and find different strategies the media uses to

get us to buy products.

Step-by-Step Plan:

1. Provide definitions and examples for the different strategies,

and the students should take notes.

2. With each strategy, ask the students if they have ever seen

them used in the media and if the strategies are successful at

getting us to want to buy the products.

3. Show class different examples. What are the strategies used

to make this advertisement appealing? (Bloom: Analysis)

4. The students will be divided into groups to create their own

advertisement using at least one strategy, encourage two or

three. There can be a commercial, jingle, billboard,

magazine article, etc. (Gardner: Interpersonal, Visual/Spatial,

Musical/Rhythmic, Bodily Kinesthetic, Verbal/Linguistic)

5. Each group will present their product, and the class will

discuss the strategies used.

6. Show the ten examples and have the students record their

observations on a piece of paper. This is an individual

review and not to be discussed as a class.

Closure:

What are the different strategies the media uses that we

talked about today? (Bloom: Knowledge) In your own

words, what does that mean? (Bloom: Comprehension)

Now that you know how to spot these strategies, what can

you do next time you are tempted to buy something because

of an advertisement? (Bloom: Application)

Adaptations/Enrichment:

Provide a handout for students, so they have something in

front of them and can listen to the teacher.

Let students verbally explain the strategies used in the

assessment to a paraprofessional or classroom helper.

Self-Reflection:

How many students met the objective?

How many did not?

What went well in the lesson?

What needs to be better clarified?

Comment [jcg1]: Good closure!

Corona Light Commercial

http://www.youtube.com/watch?v=ZnQTFBpcBp0&feature=re

lated

What did you notice?

Attractive people

Have more fun when drinking

Popular and people like to be around others when alcohol

is involved

The product is light

It makes it seem like all the popular young people drink

to have fun at parties.

Jacqueline Saburido’s Story

Oh Reggie, why did you took [sic] this decision, why? But, you know, I can't do anything." (Jacqueline Saburido)

Jacqueline Saburido psychically lost everything on 19th September 1999 on the outskirts of Austin Texas.

She was riding home with four friends after a birthday party when she crossed paths with an 18 year old college student named Reggie Stephey who was also heading home after a night drinking beer with his mates. Reggie was driving a brand new Yukon utility and inexplicably swerved into the Oldsmobile Jacqui and her friends were traveling in. Two passengers in the Oldsmobile were killed instantly and the other two rescued. Jacqui was still alive but her legs were pinned under the crumbled dashboard on the front passenger's seat.

Paramedic Bryan Fitzpatrick had to make the heart wrenching decision to leave Jacqui and move away from the vehicle because it was about to catch fire. For 45 agonizing seconds Jacqui's body burned in the flames that engulfed the car and as she sat in the flaming vehicle her mind raced, "I'm in America, I will make it, I will make it." Bryan described his experience as he helplessly watched the car blazing, "During the time that she was burning, I remember hearing what I can best describe as wails of absolute human suffering. I have never heard that come from anybody else's mouth before in my entire life and I hope never to again, but I could hear her just absolute agony and when it stopped, I thought to myself, well, thank you for sparing her any more suffering. And I was sure at that point that she had died. When she moved and moaned, I didn't know what to do, it almost took my knees out from underneath me, because I just said to myself, "Oh my God, she's still alive."

After more than 40 surgeries to her badly charred body, Jacqui is horribly disfigured. She has no hair, nose, ears or fingers. She needs eye drops regularly as she has no eyelids. Initially she was almost blind, although there has been improvement thanks to ongoing treatment. During her appearance on Australian 60 minutes in 2004 she claimed that although the outside has changed she is still the same person inside, but the one thing she would really like to hold onto is her vision.

Jacqui grew up in Venezuela and came to America to study English, but her life changed forever on that night. Anyone who has met her will never forget her, not just because of her physical appearance, but because in spite of her suffering

she is a woman with a mission appearing on TV advertisements warning others of the dangers of drink driving. She is a courageous inspiration and has defied incredible odds.

Her father Amadeo has moved from Caracas to take care of his only child. His life will never be the same either. He described the day he arrived at the hospital and saw his daughter for the first time since the accident, "There wasn't a single part of her where I could say, 'That's Jacqui.' No. Nothing except her feet." Jacqui's feet were untouched by the fire. She often uses them as hands as they are one of the few parts of her body that is not numb.

"Never in my life had I known what it was to cry like I did on that day," Amadeo said. "From then on, I cried in silence. I cried sleeping; I cried awake. I believe I was crying all the time." In 2001, on his 20th birthday, Reggie Stephey was convicted of two counts of intoxication manslaughter, was fined $20,000 and jailed for seven years and although he would be out of prison but the time he turned 28 the image of the accident has been imprinted on his mind forever. He too has contributed to the anti-drink campaign and will live the rest of his life with the remorse for the stupid choice he made on the 19th September 1999.

He apologized to Jacqui and her response was, "I don't hate you".

"She didn't think I was a monster. She didn't hate me for doing this. And that was something that just amazed me, that she cannot and doesn't show any hate towards me for what I've done when you see so many people in the world hating everyone for some reason or another and here I gave her a pretty good reason to hate me for life and she forgives me," Reggie cried.

He has been approached by many people with the question: "How can you live with yourself?" What has happened cannot be changed; at the time he was not aware that he had a choice. He did not stop to think that there may have been another way to get home. He made a mistake and the cost has been shocking. "I was a normal, young person but I made a wrong decision and these are the consequences for it. Five families were devastated, two people lost their lives, a young girl was burned beyond recognition and I am in prison. These are the realities of drinking and driving," he said.

Read more: http://www.bukisa.com/articles/40435_teen-drinking-and-driving-the-jacqueline-saburido-story#ixzz1867hSPG7

Jacqueline before the accident

Jacqueline after the accident

Why don’t advertising companies tell about the negative side

effects of their products?

Would you consider buying a product that could result in an

accident like Jacqueline’s?

Strategies & Definitions

1. Reward/bargain offers: advertisements will try to get you to

buy a product by including bargains, such as buy 2 get the

third free.

2. Health claims: sometimes special health benefits are used to

sell a product, such as weight loss products

3. Personal testimony: commercials usually have people talk

about their own success with a product (this example also

uses another strategy) reward/bargain offers

4. Bandwagon: the media will tell you that everyone is doing it

so you should too.

5. False images/exaggerated benefits: advertisements usually

over exaggerate or edit pictures to try and talk about the

benefits of products

6. Emotional appeal: Advertisers try to appeal to our emotion

by make us think we’ll be more attractive, mature, have more

friends, be more like someone else, and have more fun.

(Replacement picture)

7. Status: the media will use advertisements that make us think

we will be more successful, rich, and like famous people if

we use a product.

Manchester College

Differentiated lesson plans- EDUC 315

Name: ________________________ Teacher: Mrs. Gust

Date : ___________________ Title of Work: ___________________

Criteria Points

1 2 3 4

MC Lesson Plan Format

with explicitly stated

Academic Standards.

Lesson does not

follow MC format or

state academic

standards.

Lesson does not

follow MC format

but does state

academic

standards.

Lesson plan

follows most of

the MC format

and explicitly

states academic

standards.

Lesson plan

follows MC

format correctly

and explicitly

states academic

standards.

__4__

Lesson Plan Objectives Objectives are not

included.

Objectives are

included, but are

not correctly

written or do not

relate to the stated

academic

standard(s).

Objectives are

included, relate

to stated

academic

standard(s), but

are not written

correctly.

Objectives are

well written, and

correlate well to

stated academic

standard(s).

__4__

Procedures are thoroughly

written, including

Gardner's MI and Bloom's

Taxonomy questions.

Procedures are

unclear and do not

include Gardner or

Bloom references.

Procedures are

mostly clear and

attempts to

include Gardner

and Bloom

references.

Procedures are

clear and

references to

Gardner and

Bloom are

attempted.

Procedures can

be easily

replicated by

others including

Bloom's

questions and the

use of Gardner's

MI.

_3___

Adaptations/Modifications

Lesson does not

include reasonable

adaptations and/or

modifications.

Lesson includes

one or two

reasonable

adaptations and/or

modifications.

Lesson includes

more than two

reasonable

adaptations

and/or

modifications.

Lesson

thoroughly

details

reasonable

adaptations

and/or

modifications

that are

exemplary.

__3__

Grammar and Spelling 5 or more errors in

grammar and/or

spelling are present.

3-4 errors in

grammar and/or

spelling are

present.

1-2 errors in

grammar and/or

spelling are

present.

No errors in

grammar and/or

spelling are

present.

__4__

Total----> __18__

Teacher Comments: