Reflection: Student Ownership Practice With Demographics and P.E.L. - Section 2: Guided Practice


In the previous lesson,  I assigned the students with a homework task to watch a 30 minute television show and analyze the advertisements they saw throughout. I believe that this activity helped to increase student focus during this lesson when we talked through a similar process using print ads. 

For kids that started the assignment and felt they were having great success, they came to this activity with an increased confidence in their ability to do such a task. This confidence encourages the students to look at the other two ads with similar concern and effort, believing they can do more than just the one they were assigned. 

For the kids who struggled with the task a little, they were immediately able to see that this lesson would directly benefit them. These students came to this lesson with an increased level of concern and were aware pretty quickly of just how much this would potentially benefit them. 

For students who had not opted to  start the homework right away, most were able to get engaged and feel invested in the task for various reasons. Only a very small handful needed occasional reinforcement or redirection. I believe that these students went home that night to complete the assignment and thought to themselves something to the effect of, "This is a lot like class today. I probably could've paid better attention." 

  Why I Think Kids Were So On Task
  Student Ownership: Why I Think Kids Were So On Task
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Practice With Demographics and P.E.L.

Unit 7: Advertising, Bias, and Propaganda
Lesson 5 of 13

Objective: Students will work together as a class to develop a stronger understanding of the concepts we have been studying in order to apply them independently.

Big Idea: Let's Talk About Some Advertisements!

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English / Language Arts, Analysis (Listening and Speaking), ethos, pathos, logos, advertising, demographics, propaganda
  50 minutes
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