Radio History Introduction of Local Radio Stations Discussion of Advertising on the Radio Indepth look at Radio Advertisments Introduction to Radio Advertisment Creation Creating an Effective Radio Advertisement Producing a Radio Advertisement   Lesson: Radio History Purpose: To introduce the unit and the history of Radio Objective: Students will learn a brief history of radio, including both the radio itself and what is broadcast over the airwaves Activities: Students will be given a short lecture introducing the concept of radio. They will be introduced to concepts such as how and when it started, types of programs that were broadcasted. The inventors and founders of radio The importance radio has had in peoples lives Students will then be asked to get into groups. Each group will be responsible for finding out as much as they can about a decade of radio (One group will be responsible for 1880-1910, then time will be broken in decades from 1920 to 2001). They have to find out Who was important to radio at that time What types of programs were broadcast What advances were made in the radio industry What advances were made in the radio itself Students will then be asked to draw their time line and present it to the class. Throughout the unit, these timelines will be displayed in the classroom. Timeline: This lesson should take 3 or 4 classes, perhaps more if time is given in class to draw the timelines Evaluation: Timelines will be evaluated according to the 'Timeline Evaluation Rubric'. Students will have their timelines count as a credit towards their final grade, but it will not receive a numeric grade. Curriculum Outcomes for this lesson: 5.1 select independently and use information to meet individual learning needs use a wide range of print and non-print sources (e.g., e-mail, CD ROMs, documentaries, books, newspapers) use various research strategies to answer their research questions 7.1 question the relevance and reliability of information in texts they read and view 7.2 explain how specific texts and genre characteristics contribute to meaning and effect 8.2 use note-making to reconstruct knowledge, selecting the form most effective for the task 10.5 integrate information from a variety of sources to construct and communicate meaning [ top ] Lesson Two: Introduction of Local Radio Stations Purpose: To make students aware of the stations that are available and broadcast in their community and their province. Objective: To point out the differences that stations can have based on their listening population, their funding and their advertisers Activities: Discuss local radio stations. They can include but are not inclusive of OzFM, Magic 97, CHMR, CBC, VOCM and VOWR. Topics could include: Owners of the station Any affiliations the station might have Where the stations are available What the target listening group of this station appears to be Employees - paid or volunteer Take a quick poll. Ask students who listens to what station. Ask Why do they choose that station? Do they listen to particular stations at different times? Do they listen to the ads that run on that station? After discussing stations and students listening habits, take a visit to the websites for the stations being discussed. Have students answer questions on each site: Are there ads there? Are they similar to the ads on the stations? Will the targeted listening group enjoy the website? What kinds of links are available on the site? Timeline for the lesson: One or two classes Evaluation: No formal evaluation for this lesson. This lesson is an introductory one to prepare students for the next lesson Curriculum Outcomes for this Lesson: 1.4 listen to assess the relevancy and adequacy of the evidence that speakers give 6.1 respond thoughtfully to texts by questioning, connecting, evaluating, and extending their interpretations 6.2 express and support points of view about issues, themes, and situations within texts, citing appropriate evidence [ top ] Lesson Three: Discussion of Advertising on the Radio Purpose: To get students to discuss and compare the advertisements heard on different radio stations at different times Objective: To make students aware of the different ads that will play at different times on radio stations and whom they are targeting, as well as the specific techniques used in a radio ad as compared to a print ad Activities: Students will asked to listen to a half hour to an hour of local radio (from one of the stations discussed in the previous class). They will be given a Worksheet to fill in while listening. Students will be broken into small groups to discuss their findings. They will each present what they heard. Then as a group they will discuss what it means. They will compare ads that they heard as well as songs and try to figure out what group was being targeted by that slice of time. Then one person of the group will provide their conclusions and any questions they may have based on their discussion. Timeline: One or two classes depending on number and size of groups Evaluation: No formal evaluation, however group work will be supervised. Holistic Rubric for Collaborative learning can be used if desired. Curriculum Outcomes met by this lesson: 1.3 formulate, support, and advocate points of view in a convincing manner 2.1 participate in small-group and whole-class discussion, by using a range of strategies to defend points of view and contribute to effective talk 3.2 demonstrate respect for others by expressing ideas and opinions in a manner that reflects sensitivity to others 3.3 demonstrate an awareness of the power of spoken language to influence and manipulate and to reveal ideas, values, and attributes 4.3 demonstrate an understanding of how authors construct information texts for particular purposes 6.1 respond thoughtfully to texts by questioning, connecting, evaluating, and extending their interpretations 6.2 express and support points of view about issues, themes, and situations within texts, citing appropriate evidence [ top ] Indepth look at Radio Advertisements Date and Time: ? Grade and Course: Nine, English Language Arts. Theme: Examining radio advertisements that are appealing or otherwise. Students' Materials: Research conducted for previous lesson(s) in this unit where students are to listen to the radio for at least a half hour and record requested information. Teacher's Materials: Bridging English by Joseph O'Beirne Milner and Lucy Floyd Morcock Milner; English Language Arts: Grades 7-9: A Curriculum Guide 1999, a collection of recorded radio advertisements from each of the radio stations listed below. Outcomes: Students will: "examine their own and others' ideas in discussion to extend their understanding" (Specific Curriculum Outcome 1.1), "participate in small-group and whole-class discussion, by using a range of strategies to defend points of view and contribute to effective talk" (SCO 2.1), "demonstrate respect for others by expressing ideas and opinions in a manner that reflects sensitivity to others" (SCO 3.2), "demonstrate an awareness of the power of spoken language to influence and manipulate and to reveal ideas, values, and attributes" (SCO 3.3 "demonstrate an understanding of how authors construct information texts for particular purposes" (SCO 4.3). "select independently and use information to meet individual learning needs - use a wide range of print and non-print sources (e.g., E-mail, CD ROMs, documentaries, books, newspapers)" (SCO 5.1) "respond thoughtfully to texts by questioning, connecting, evaluating, and extending their interpretations" (SCO 6.1) "express and support points of view about issues, themes, and situations within texts, citing appropriate evidence" (SCO 6.2) Introduction: Refer to work completed for previous lesson(s) in this unit where students were to listen to at least one radio station from the following list: OZFM, Magic 97, CHMR,VOCM, CBCFM, KIXX, VOCR, for at least a half hour whereby they would record what advertisements were heard during that time, when they appeared, what music, news, or ads came before and after the ads, what age group the ads were catered to, what time was given to each ad, what company/product was being advertised, whether a print or television ad also exists and if so, how the two ads are similar or different, plus any other pertinent information. This previous task will also ask the students to choose at least three ads that they liked and/or disliked and to list reasons why those radio ads were chosen. They can use this worksheet to keep track of their choices. Development of Lesson: Students will be arranged in groups of four or five and will be given twenty minutes in total for each member to briefly discuss his/her choices in ads and reasons for those choices, as outlined in the previous homework assignment. Within this time, the members will also have to decide on one radio ad they can share with the class. Near the end of the twenty minutes, the teacher will go around the class to ensure that the same radio advertisement is not chosen by more than one group. The next twenty minutes will allow one member from each group to explain the ad the group chose and why they considered that ad worth discussing. The teacher might also discuss his/her favourite radio advertisement and the reasons for his/her opinion. Students can use this worksheet to keep track of their listening experience Conclusion: For the remaining ten minutes of class, the teacher will play a variety of radio advertisements recorded previously by the teacher and as a class, the students will discuss what appeals and what does not appeal about each ad. This lesson will proceed another on the craft of advertising, in part looking at: "Radiant Images," "Figurative Language," and "Compressed Language" (Milner and Milner 139, 138-39). Evaluation: No formal evaluation will be done in this class. The teacher may observe some individuals working in groups, using the "Holistic Rubric for Collaborative Learning". The time the groups are together will not allow for all individuals to be assessed on their involvement in group work. [ top ] Introduction to Radio Advertisement Creation Date and Time: ? Grade and Course: Nine, English Language Arts. Theme: Examining radio advertisement construction. Students' Materials: Research conducted for previous lesson(s) in this unit where students are to listen to the radio for at least a half hour and record requested information. Group choices of favourite (or otherwise) radio advertisements. Teacher's Materials: Bridging English by Joseph O'Beirne Milner and Lucy Floyd Morcock Milner; English Language Arts: Grades 7-9: A Curriculum Guide 1999. Outcomes: Students will: "participate in small-group and whole-class discussion, by using a range of strategies to defend points of view and contribute to effective talk" (Specific Curriculum Outcomes 2.1), "demonstrate an awareness of the power of spoken language to influence and manipulate and to reveal ideas, values, and attributes" (3.3), "demonstrate an understanding of how authors construct information texts for particular purposes" (4.3), "question the relevance and reliability of information in texts they read and view" (7.1), "explain how specific texts and genre characteristics contribute to meaning and effect" (7.2), "respond critically to texts of increasing complexity - analyze and evaluate form, structure, and content of texts and how they might contribute to meaning" (7.3) "integrate interesting stylistic effects in imaginative writing and other ways of representing meaning" (8.3), "demonstrate proficiency in using a variety of forms of writing and other ways of representing" (9.1), "use writing forms and styles tat match both the writing process and the specific audience" (9.2) Introduction: The focus of this lesson lies in learning about the literary devises used to help create radio advertisements. Thus, at the beginning of the lesson, the teacher will play some new radio advertisements not played in the last lesson, nor chosen by the groups as a striking advertisement. After each radio ad, the students will be asked what literary devise(s) were used in this ad and what the effects were of using such devise(s). This will be a whole class participation activity. It is very likely the students will have a strong understanding of some of the figurative imagery used to help create radio advertisements. They can be asked to share some ads the teacher did not include. Development: After taking a look at some figurative and literary devices in radio advertisements, but before moving on to ones not identified by the students, the teacher will briefly discuss other sounds in the radio advertisements aside from the spoken or sung words. However, s/he must also address if the radio ad was spoken or sung, either a capella or with music. Students will be asked to reflect on why some radio advertisements are with music and others are not. They will also be asked when, in their opinion, are they likely to hear ads with music and those without. Students' thoughts will also be directed towards determining what kinds of music they often hear in ads. They will also be asked to reflect on why such music is chosen. Students will be asked in a whole class setting some of the sounds included in radio advertisements aside from music. These sounds might be the opening of a pop can, a cry of a wolf, the clap of thunder. After giving examples, the students will be asked the effect in the radio ad of each. At this point in the lesson, students will be drawn back to the figurative and literary devices used in radio advertisements. "Radiant Images," "Figurative Language," and "Compressed Language" (Milner and Milner 139, 138-39), plus alliteration, rhyming, onomatopoeia, hyperbole, simile, metaphor, personification, repetition, cliché, slogans, and other literary devices will be looked at, with examples provided by the teacher using a tape recording of radio advertisements. Conclusion: Finally, students will be assigned to different groups from the previous lesson to make up some of their own radio advertisements for popular cultural items using these figurative and literary devices. Evaluation: Group work will again be assessed, and again using the "Holistic Rubric for Collaborative Learning". Not all people will be assessed at this time, but those students not assessed in the previous lesson will be the first to be assessed. [ top ] Creating an Effective Radio Advertisement Objective: The aim of this lesson is to have students work collaboratively in small groups to brainstorm ideas for their own radio advertisements. Rationale: This activity engages students in a creative process whereby they will have to consider purpose, content appropriateness, tone, and intended audience. Materials: - examples of radio advertisements used in previous class periods - worksheet titled "Creating a Radio Advertisement" Instructional Approach: Deliver a brief lecture on what is and what is not appropriate material in radio advertisements. Students should be reminded of what kind of language is appropriate in public announcements, and of what is means to be "politically correct". Conduct a whole class discussion about how music and sound effects are connected to purpose and content in radio advertisements. Have students consider what kind of music and/or sound effects "fit" their advertising campaign or image. Discuss with students the importance of targeting a specific audience with an advertisement. Draw on examples that were analyzed in a previous class. Organize students into groups of three or four members. Distribute the worksheet, which is designed to generate ideas within the group. Have students work collaboratively on their projects for the remainder of class. Carefully monitor group work. Remind students to bring along the following for the next class: (1) a variety of music that they feel could be included in their creation; if they feel that using music would enhance their commercial; (2) any materials for sound effects that they will need for their project. Evaluation: A holistic rubric for collaborative learning will be used as an on-going evaluation of how students perform while engaged in group work. Curriculum Outcomes for this lesson 2.1 participate in small-group and whole-class discussion, by using a range of strategies to defend points of view and contribute to effective talk 2.2 adapt vocabulary, sentence structure, rate of speech, and tone to meet the needs of a variety of purposes and audiences 3.2 demonstrate respect for others by expressing ideas and opinions in a manner that reflects sensitivity to others 3.3 demonstrate an awareness of the power of spoken language to influence and manipulate and to reveal ideas, values, and attributes 3.4 use spoken language appropriate to the situation, demonstrating an understanding that different speaking situations require different speaking and listening conventions 4.3 demonstrate an understanding of how authors construct information texts for particular purposes 7.2 explain how specific texts and genre characteristics contribute to meaning and effect 7.3 respond critically to texts of increasing complexity analyze and evaluate form, structure, and content of texts and how they might contribute to meaning recognize how their own ideas and perceptions are influenced by what they read and view demonstrate an awareness that personal values and points of view influence both the creation of text and readers'/viewers' interpretation and response explore and reflect on culture as portrayed in texts identify the values inherent in a text [ top ] Producing a Radio Advertisement Objective: The aim of this lesson is to have students work collaboratively in small groups to script and produce their own radio advertisements. Rationale: This activity engages students in a creative process whereby they will work together to produce a radio advertisement. Materials: a variety of music and sound effects (selected and provided by students) audio recording and editing equipment (if it is available at the school) if recording and editing equipment is not available, then you will need several audio cassette recorders, blank audio cassettes, and a quiet room apart from the classroom where groups can meet to put together their final product Instructional Approach: Inform students that their finished product should be 25 to 40 seconds in length. Allow students to continue working in the group setting. Closely monitor their progress as they make the final decisions about the content and script of their advertisements. Ensure that the music and/or sound effects that groups have chosen are appropriate to the school setting! Have each group record their finished product using the resources available at the school. Evaluation: A holistic rubric for collaborative learning will be used as a final evaluation of how students performed while engaged in the group work for this project. Each group will have their final product evaluated according to an analytic rubric for the creation of radio advertisement. Curriculum Outcomes for this lesson: 2.2 adapt vocabulary, sentence structure, rate of speech, and tone to meet the needs of a variety of purposes and audiences 3.5 demonstrate an awareness of the power of spoken language to influence and manipulate and to reveal ideas, values, and attributes 3.6 use spoken language appropriate to the situation, demonstrating an understanding that different speaking situations require different speaking and listening conventions 4.1 select texts that address their learning needs and range of special interests 4.3 demonstrate an understanding of how authors construct information texts for particular purposes 8.3 integrate interesting stylistic effects in imaginative writing and other ways of representing meaning 10.3 experiment with the use of available technology in communicating for a range of purposes with a variety of audiences [ top ]