Compartida por: Diana Schreckenberger
0 votos
| 3674 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | V | Semana | 37a |
| Tema | Interpretar mensajes en anuncios publicitarios | ||||||||
| Competencia a desarrollar | Interpretar mensajes de anuncios de productos comerciales | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce el tema de diagramas ilustrados | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T, please remember it is advisable that during all the sessions you use different color markers every time you write something on the board to differentiate upper and lower case; punctuation marks, verb tenses, etc. 1. Say hello with your regular routine. Choose an image from the Link in the “recursos” column to illustrate this theme. Project the image or printed and tape it on the board. |
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| Desarrollo | 00:40 | 2. Start by asking Ss if they listen to the radio or watch TV. Listen to Ss answers. Ask them what they watch on TV or listen to in the radio. 5’ If they don’t mention commercials, ask them straight forward if they have paid attention to them. Listen to their answers. 3. Ask them what their favorite commercial is. Listen to their answers. 5’ Write on the board: What is your favorite commercial about? What do you like about it? Does it have music playing? Do you only hear the commercial? Or do you see it as well? What do you remember the most about it? 5’ 4. Divide the group in teams and ask them to choose one commercial to be acted for the class. 5’ Give each team a chance to represent their commercial. 5’ to 10’depending on the size of your class. 5. Have Ss copy the questions you wrote on the board and write their answers on a piece of paper. 10’ |
Kids watching TV clip art
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| Cierre | 00:05 | 6. Remember to pick up all worksheets and written commercials from your Ss after every session they produce a commercial of any kind; after collecting them all, an album will be put together for every Ss to be shown in the classroom for all to see. T, say goodbye with your regular routine. |
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| Evaluación | Distinguish graphic components and text. • Identifies theme, purpose and receiver from questions. • Select ads and identify commercial products in them. • Identify characteristics of products featured in the ads. • Compare characteristics of featured products. • Prove the accuracy of ads from the featured characteristics of products. • Determine the function of the information in a text for a slogan. • Determine written information which refers to names, characteristics and or functions of products. • Transform a slogan by changing, substituting, adding or eliminating functions of the advertised products. • Vocabulary. • Upper and lower caps. • Punctuation. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 3675 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | V | Semana | 37b |
| Tema | Interpretar mensajes en anuncios publicitarios | ||||||||
| Competencia a desarrollar | Interpretar mensajes de anuncios de productos comerciales | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce el tema de diagramas ilustrados | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Say hello with your regular routine. T, I’m including a link to a site with a resource on how to teach Media Literacy in the classroom in the Recursos column. |
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| Desarrollo | 00:40 | 2. Remind Ss of the commercials from last session. Talk to them and let them know there is a way to analyze TV commercials. 5’ T, I’m including a link in the “recursos” column for you to have more information in this matter. To begin you can start by writing the following questions on the board of if you prefer you can cut from here and past in a Word document to project them on the board: 5’ • What is the product or service being sold? • What is the general mood or feeling of the commercial? • How does the soundtrack play a role in your interpretation of the commercial? Explain the word soundtrack. Link to definition in the “recursos” column. • How do the actors playing the characters affect your interpretation of the commercials? • How does the commercial try to get your attention? • Who is the commercial’s target audience? Explain the meaning of these questions, clarify vocabulary. 5’ I’m including links in the “recursos” column for the words jingle and advertising slogans for you to clarify for SS. 5’ Ss write the questions from the board to keep as a guide to analyze commercials. 3. T, I’m including a link in the “recursos” column to a website with commercials from a few decades ago, play the video and around the minute 5.35 you’ll find a Pepsodent commercial. Play it for Ss to analyze it following the questions you wrote on the board.15’ 4. Ask Ss to give you a summary of today’s session and have them vote to answer the question: Do you like the jingle or soundtrack from the Pepsodent commercial?5’ |
Advertising slogans definition 
Definition of jingle 
Soundtack definition 
How to analyze a T.V commercial 
Classic commercials Pepsodent 
How to teach Media Literacy in the classroom. Teacher’s resource.
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| Cierre | 00:05 | 5. T, say goodbye with your regular routine. |
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| Evaluación | Distinguish graphic components and text. • Identifies theme, purpose and receiver from questions. • Select ads and identify commercial products in them. • Identify characteristics of products featured in the ads. • Compare characteristics of featured products. • Prove the accuracy of ads from the featured characteristics of products. • Determine the function of the information in a text for a slogan. • Determine written information which refers to names, characteristics and or functions of products. • Transform a slogan by changing, substituting, adding or eliminating functions of the advertised products. • Vocabulary. • Upper and lower caps. • Punctuation. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 3676 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | V | Semana | 37c |
| Tema | Interpretar mensajes en anuncios publicitarios | ||||||||
| Competencia a desarrollar | Interpretar mensajes de anuncios de productos comerciales | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce el tema de diagramas ilustrados | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Say hello with your regular routine. T, I’m including an article from the NY Times about media and advertising for your general knowledge. Link in the “recursos” column. |
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| Desarrollo | 00:40 | 2. T, go over some of the questions from the last session in regards to advertising. 5’ 3. Ss work in teams. T, write numbers on pieces of paper and give each of the illustrations or realia you brought to the class a number. Please the pieces of paper in a bag and have each team take one. 5’ 4. Ss create a commercial for the corresponding item or illustration. 5’ Teams present their commercials to the class 10’ After the presentations the whole class analyzes each commercial. T, write or project the following questions on the board:5’ • What is the item being sold? • Who is the target audience? • Did the commercial tell the truth about the item? • Did they create a slogan/ jingle or sound track? • Do you feel the impulse or desire of buying the item? Listen to Ss responses and have them write the questions and answers on their notebook. 10’ |
NY Times Media and Advertising
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| Cierre | 00:05 | 5. T, say goodbye with your regular routine. |
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| Evaluación | Distinguish graphic components and text. • Identifies theme, purpose and receiver from questions. • Select ads and identify commercial products in them. • Identify characteristics of products featured in the ads. • Compare characteristics of featured products. • Prove the accuracy of ads from the featured characteristics of products. • Determine the function of the information in a text for a slogan. • Determine written information which refers to names, characteristics and or functions of products. • Transform a slogan by changing, substituting, adding or eliminating functions of the advertised products. • Vocabulary. • Upper and lower caps. • Punctuation. | ||||||||
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